GIFT  OF 


•c 


A  Uniform 

Course  of  Study  in 

Agriculture 


For  the  ELEMENTARY 
SCHOOLS  OF  OHIO 


PREPARED  BY  THE  DIRECTION  OF  THE 

State  Commissioner  of  Common  Schools 


A  UNIFORM  COURSE  OF 
STUDY  IN  AGRICULTURE 


FOR   THE 


ELEMENTARY  SCHOOLS  OF  OHIO 


PREPARED  BY  THE  DIRECTION  OF  THE 


STATE  COMMISSIONER  OF  COMMON 
SCHOOLS 


COLUMBUS,  O. : 

THE  F.  J.  HEER  PRINTING  Co. 
1912. 


o-i 


To  the  Boards  of  Education,  Superintendents  and  Teachers: 

Agriculture  is  not  a  wholly  new  subject,  nor  is  it  one  foreign  to 
our  public  school  system.  The  last  General  Assembly  made  it- a  manda- 
tory part  of  our  courses  of  study  for  the  Elementary  and  High  Schools. 
The  wisdom  of  this  is  patent  to  us  all. 

This  course  of  study  arranged  by  the  four  Supervisors  of  Agri- 
cultural Education  and  myself  is  intended  to  suggest  ways  and  means 
of  giving  to  our  boys  and  girls  of  alj  the  schools  the  most  helpful  plans 
of  acquiring  a  comprehensive  knowledge  of  those  parts  of  the  subject 
that  are  appropriate  and  the  study  of  which  will  be  profitable;  it  is 
further  intended  to  teach  the  happiness,  health,  and  wealth  of  country 
life  and  to  make  the  boys  and  girls  proud  of  rural  life  whether  they 
live  in  the  country  or  not. 

In  laying  out  the  work  for  the  year,  it  should  not  be  presumed  that 
all  found  in  this  course  is  to  be  studied  or  taught;  the  material  herein 
is  suggestive  throughout;  select  from  it  what  is  wholesome  and  in  har- 
mony with  the  agricultural  and  home  life  of  your  several  communities; 
select  only  sufficient  topics  and  amount  of  work  as  can  be  well  done 
during  the  year;  it  might  be  well  to  outline  the  work  month  by  month 
so  that  too  much  may  not  be  attempted;  four  or  five  subjects  properly 
planned  for  the  year's  work  and  well  taught  may  be  sufficient  for  the 
average  school,  for  agriculture  and  home  craft  are  to  have  only  their 
appropriate  share  of  the  time  and  efforts  of  the  teachers  and  pupils, — 
the  other  studies  must  have  theirs. 

It  will  be  well  for  the  members  of  boards  of  education,  superin- 
tendents and  teachers  to  keep  at  hand  the  name  and  address  of  the 
Supervisor  of  the  district  in  which  they  live  for  he  will  endeavor  to 
answer  by  mail  the  questions  sent  to  him  and  will  also  be  glad  to  come 
to  any  part  of  his  district  when  called  upon  to  render  any  aid  possible. 

Finally,  the  teaching  of  this  subject  will  have  reached  the  stage  most 
helpful  to  the  boys  and  girls  when  home  and  school  work  together 
heartily  and  sympathetically;  the  teaching  must  fail  in  its  highest  and 
best  sphere  if  it  does  not  touch  and  retouch  the  farm,  the  farm  home  and 
all  farm  life;  let  it  be  our  constant  aim  to  make  a  happier  and  a  better 
citizenship  while  we  are  making  better  farmers,  and  better  home 
makers;  this  being  our  ideal,  the  teaching  of  this  subject  will  find  its 
best  results  and  consummation  in  the  homes  and  on  the  farm. 

Yours  very  truly, 
FRANK  W. 


(3) 


OUTLINE  OF  A   COURSE   IN   AGRICULTURE   FOR  THE 
ELEMENTARY  SCHOOLS. 


INTRODUCTION. 

In  the  primary  grade  the  chief  object  should  be  to  lead  the  child 
to  observe  carefully  and  develop  the  habit  of  investigation.  Through- 
out the  entire  course  the  teacher  should  be  ever  mindful  of  the  fact  that 
the  subject  of  agriculture,  if  properly  taught,  is  of  high  educative  value. 
It  imparts  to  the  child  the  ability  to  reason,  the  power  of  independent 
thinking  and  creative  expression,  richness  of  imagination,  appreciation 
of  that  which  is  beautiful,  and  the  culture  which  are  generally  developed 
through  the  instrumentality  of  the  classics,  mathematics,  science,  and 
art. 

It  is  not  the  intention  of  this  course  to  make  farmers  of  all  farmers' 
sons,  but  to  make  better  farmers  of  those  who  wish  to  remain  in  that 
occupation,  and  to  make  better  citizens  of  all.  The  subject  is  full  of 
human  interest  and  we  can  never  wholly  separate  our  interests  from 
the  soil  on  which  we  walk,  and  the  plants  and  animals  upon  which  our 
lives  depend. 

This  course  is  divided  into  four  divisions,  to  be  known  as  the 
Primary  Division,  composed  of  all  pupils  below  the  second  grade.  The 
First  Division,  composed  of  the  second,  third,  and  fourth  grades.  The 
Second  Division,  composed  of  the  fifth  and  sixth  grades.  The  Third 
Division,  composed  of  the  seventh  and  eighth  grades  of  the  Elementary 
School. 

Primary  Division. 

Note  to  Teacher :  The  work  outlined  in  this  division  can  be  taught 
in  connection  with  language  and  alternated  with  Oral  Geography  and 
Oral  Physiology.  Can  also  be  given  in  connection  with  general  exer- 
cises in  the  mornings  or  Friday  afternoons. 

There  should  be  at  least  two  ten  (10)  minute  periods  a  week.  The 
teacher  shall  select  such  parts  of  the  following  work  as  may  be  suitable 
for  his  grade,  grades  or  school.  Use  supplementary  work. 

TREES.  —  Gather  leaves.  Note  differences  in  size  and  shape.  Rec- 
ognize a  few  trees  by  their  leaves.  Some  trees  drop  their  leaves  in 
Autumn.  Some  do  not.  Evergreens. 

The  different  parts  of  plants,  stems,  roots,  leaves,  flowers,  fruit,  etc. 
Collect  seeds  to  show  how  they  are  protected  and  distributed.  Gather 
seeds  of  thistle,  milkweed,  and  dandelion  and  let  them  sail  in  the  wind. 
Effect  of  frost  on  tender  plants  like  tomatoes,  etc.. 


O  A   UNIFORM   COURSE   OF  STUDY   IN  AGRICULTURE 

Make  a  collection  of  caterpillars  and  place  in  box  with  leaves.  Ob- 
serve spinning  of  cocoon.  Emergence  of  moth  or  butterfly  in  Spring. 

Change  in  appearance  of  landscape  as  winter  approaches. 

ANIMALS. — Animals  of  the  farm;  their  uses.  Wild  animals  found 
in  the  community,  rabbits,  squirrels,  etc.  Tell  stories  about  them. 

BIRDS.  —  Migration ;  return  in  Spring ;  permanent  residents.  Nest 
building.  Learn  to  recognize  four  or  five  birds. 

Grow  cuttings  of  pussy  willow  and  lilac  in  water.  Germinate 
beans  in  sawdust.  Learn  the  common  names  of  a  few  flowers  and  trees. 
Fruit  and  seed  come  from  the  flower. 

Note  change  in  landscape  as  Spring  comes.. 

Teach  the  children  to  be  kind  to  animals.  Teach  them  not  to  be 
afraid  of  insects  and  spiders.  The  house  fly  a  carrier  of  disease.  Breeds 
in  filth.  Dangers  of  fire. 

First  Division. 
(Grades  2,  3,  and  4.) 

The  work  outlined  in  this  division  can  be  taught  in  connection  with 
Language,  and  alternated  with  Oral  Geography  and  Oral  Physiology. 
Can  also  be  given  in  connection  with  general  exercises  in  the  morning 
and  on  Friday  afternoons. 

The  subject  of  Agriculture  is  now  one  of  the  regular  studies  of  our 
schools  and  as  such  must  be  placed  in  the  regula1*  school  curriculum  for 
its  full  share  of  time  and  execution. 

In  this  Division  pupils  can  be  taught  to  observe  and  study  domestic 
animals,  plants,  trees,  and  bird  life  more  extensively  than  in  preceding 
division.  Make  seed  collection  and  study  methods  of  planting  seeds. 
Observe  nature's  plan  of  seed  distribution  by  securing  samples  of  each 
method.  Learn  to  recognize  seeds  of  familiar  farm  plants.  Make  a 
study  of  familiar  fruits  and  grains. 

Shelter  for  farm  animals.  Natural  covering  of  the  different  an- 
imals. How  animals  spend  the  winter;  hibernation.  Study  migration 
of  birds  on  basis  of  sojourn  kere  —  permanent  residents,  summer  resi- 
dents, winter  residents,  migrants,  service  rendered  by  insectivorous  mi- 
grants. Take  excursions  when  convenient  to  the  woods  and  creeks,  ob- 
serving plant  and  animal  life. 

Care  of  young  chickens  and  young  farm  animals.  Learn  to  dis- 
tinguish some  common  flowers  and  to  know  the  uses  of  animal,  vegetable, 
and  farm  products. 

Experiment  in  growing  cuttings  in  water,  sand,  or  loam.  Make  a 
collection  of  leaves  and  name  them.  Study  buds,  how  protected,  how 
arranged.  Teach  common  names  of  trees  in  your  locality. 

Use  blackboard  calendar  for  weather  record.  Study  cause  of  rain, 
frost,  hail,  snow,  and  ice.  (See  some  good  text  in  Oral  Geography). 


FOR   THE   ELEMENTARY    SCHOOLS    OF    OHIO.  7 

Study  use  of  thermometer  and  make  records  of  out-of-door  temperature. 
Use  shadow  stick  to  show  .altitude  of  sun  at  noon,  during  different 
months  of  the  year.  Time  and  place  of  rising  sun ;  of  setting  sun. 
Phases  of  moon.  Great  Dipper.  North  Star. 

Objects  and  specimens  in  this  work  can  be  used  very  profitably  in 
the  lessons  in  Drawing,  in  this  and  all  following  grades. 

Simple  experiments  with  seeds,  germinated  between  blotters  or 
cloth,  and  in  sawdust.  Study  conditions  of  growth  by  varying  moisture, 
light,  temperature,  etc.  Peas,  corn,  or  pumpkin  seed  suggested  for  use. 

Preparation  of  the  soil;  the  growth  and  cultivation  of  plants.  Care 
and  use  of  garden  tools.  Plant  the  seed  of  flowers  and  vegetables  at 
home  or  at  school.  Keep  a  record  of  the  work  done  in  cultivating  same. 
Exhibit. 

The  Primary  and  First  Divisions  may  be  combined  when  conveni- 
ent and  feasible.  Time  required  to  cover  this  work  —  three  years. 

Second  Division. 
(Grades  5  and  6.) 

Teach  the  work  outlined  in  the  Second  Division  in  connection  with 
•Language  and  Geography  and  alternate  with  lesson  in  Physiology,  His- 
tory, Arithmetic,  and  Reading.  Work  can  also  be  done  in  connection 
with  general  exercises  in  the  morning  and  on  Friday  afternoons. 

Use  Supplementary  work. 

The  work  in  this  Division  should  be  a  continuation  of  that- sug- 
gested under  "First  Division."  It  is  expected,  however,  that  pupils  are 
to  learn  more  detail  and  become  more  familiar  with  the  modes  of  living 
and  the  uses  of  plants  and  animals  to  man  when  they  reach  these 
grades. 

The  practical  work  at  home  by  the  pupils  must  be  carried  out  as 
carefully  as  the  theory  study  at  school  if  we  are  to  have  a  full  meas- 
ure of  success  with  Agriculture  in  the  schools.  Teachers  may  super- 
vise this  work  at  home. 

Review  study  of  familiar  flowers  and  home  farm  products. 

Study  migration  of  birds  on  basis  of  sojourn  here  —  permanent  resi- 
dents, summer  residents,  winter  residents,  migrants ;  service  rendered 
by  insectivorous  migrants. 

Classify  plants  as  useful,  injurious,  annuals,  biennials  and  perennials; 
trees  as  deciduous  evergreens,  fruit  trees,  trees  for  ornament,  fire-wood 
or  commercial  purposes.  Study  roots  under  useful,  injurious,  differ- 
ent forms  and  purposes.  Stems — Aerial  and  underground,  useful  and 
injurious.  Distinguish  underground  stems,  bulbs,  tubers,  etc.,  from  roots. 
Give  example  of  each.  Leaves  —  Margins,  veins.  Flowers  —  perfect 
and  imperfect.  Make  a  collection  of  flowers  by  pressing  and  mounting 
specimens. 


8  A   UNIFORM    COURSE  OF  STUDY   IN   AGRICULTURE. 

Animals. — Fur-bearing,  food-producing  and  domestic. 

Minerals.  —  Make  a  collection  of  common  minerals.  Give  a  short 
description  of  each,  as  to  uses  to  man,  where  and  how  mined.  Make 
a  collection  of  common  rocks  or  fossils  found  in  your  neighborhood. 
Teach  uses  of  limestone,  sandstone,  shale,  coal,  slate,  marble  and  granite ; 
how  formed;  where  produced?  Perform  some  simple  experiments. 
Grow  radish  and  lettuce  for  early  market  or  home  consumption — use 
home  seed  if  possible.  Study  catalogue  to  gain  knowledge  of  varieties 
of  vegetables,  etc.  Experiment  by  planting  different  varieties  to  find 
those  best  suited  to  your  locality..  Keep  record  of  work  done  in  culti- 
vating your  plots  or  gardens. 

The  Lawns.  —  Preparation ;  selection  and  sowing  of  seed ;  rolling  ; 
watering,  fertilizing ;  mowing ;  lawn  weeds-  and  how  to  combat  them. 
Special  study  of  most  common  weeds  found,  common  garden  plants, 
and  common  garden  insects  —  useful  and  injurious. 

Study  of  Simple  Tools  and  Machines.  —  Various  levers ;  uses  and 
advantages  of  Jackscrews,  pulleys,  wheel  and  axle,  derrick,  etc.  Names 
and  uses  of  various  pieces  of  farm  machinery;  cost  of  each;  care  of 
tools  and  machinery.  Plan  to  build  a  hot  bed.  Discuss  uses  of  same. 
Distribute  plants  among  pupils  from  a  successful  hot  bed.  Have  a 
contest  among  pupils  receiving  plants  to  grow  or  from  plants  grown  at 
their  home.  Conduct  potato  or  other  vegetable  contests  followed  by 
exhibit  of  products  —  keep  record  of  work  done  in  cultivating.  Find 
yield  and  value  of  products  produced. 

Learn  to  identify  useful  birds,  injurious  birds.  Obtain  colored  pic- 
tures or  birds  to  study,  if  necessary. 

Origin  of  Soils.  —  Identification  of  sand,  gravel,  loam,  clay,  silt; 
experiment  with  soils.  Study  local  soils.  Value  of  farm  lands  and 
village  lots.  Drainage ;  ditches ;  tiles.  Draw  diagram  showing  drain- 
age plan  on  home  farm.  House  and  cellar  drains ;  distinguish  between 
drainage  and  sewer  tiles. 

Household  Pests.  —  Damage  done ;  how  destroy  them  —  mouse, 
rat,  fly,  mosquito,  cockroach,  bed  bug,  clothes  moth,  etc. 

IVater  Supply.  —  How  secured.  Types  of  wells  and  pumps;  wind- 
mills. Methods  of  getting  water  to  stock  and  for  house  use.  Impure 
water.  Garden  irrigation. 

Lighting  Systems.  —  History  of  lighting.  Methods  used  in  your 
locality.  Protection  against  fire. 

Transplanting  Tree  Practice.  —  Study  common  trees,  value  for  posts 
and  ties,  etc.  Secure  and  plant  useful  trees  at  home  and  at  school. 
Orchard  methods.  Learn  to  grow  the  common  fruit  tree  found  in  your 
locality.  Insests  injurious  to  fruit  and  life  history.  Learn  how  to  com- 
bat them.  Distinguish  between  sucking  and  chewing  forms,  insecticides 
for  each. 

Good  Roads.  —  Transportation,  marketing. 


FOR    THE    ELEMENTARY    SCHOOLS    OF    OHIO.  9 

Preparation  and  Marketing  of  Products.  —  Produce,  how  trans- 
ported. How  to  deliver  and  ship  by  railroad.  How  to  find  a  buyer.  The 
merchants  side  of  the  work. 

Formation  of  Agricultural  Clubs.  —  What  can  be  done  for  the 
social  life  of  the  rural  people,  literary  and  musical  programs,  research 
work,  exhibits,  lectures,  collections  of  specimens  in  the  vicinity,  advice 
and  suggestions  from  parents,  and  others,  contests,  preparation  of  Fair 
exhibits,  etc.,  are  all  legitimate  lines  of,  work  for  the  clubs.  Let  the 
membership  be  composed  of  any  one  really  interested  in  addition  to 
the  pupils  of  the  school.  —  None  are  too  old  or  too  young  if  they  are 
interested.  Let  the  fields,  the  gardens,  the  dairies,  the  lawns,  the  school 
gardens,  the  school  farm-lots,  the  roads,  the  lanes,  the  river  banks,  and 
granaries  be  the  recitation  places  rather  than  the  class  bench. 

A  book  should  be  selected  that  is  intended  for  the  seventh  and 
eighth  grades. 

A  review  should  be  made  of  the  work  suggested  in  the  "Second 
Division"  in  connection  with  the  text-book  work.  Lessons  from  the  text 
in  Agriculture  can  be  alternated  with  those  of  Reading,  Arithmetic,. 
Physiology,  etc.,  in  these  grades.  Work  in  this  division  can  also  be 
assigned  in  connection  with  Grammar  and  Composition,  and  Geography 
also  at  the  opening  exercises  in  the  morning  and  on  Friday  afternoons. 
The  teacher  shall  select  such  parts  of  the  following  to  be  used  with  the 
text  in  Agriculture,  as  may  be  suitable  for  his  grade,  grades  or  school. 
Use  supplementary  work. 

Time  required  for  the  work  of  this  division,  two  years. 

Fall  Work. 

Report  of  vacation  activities  including  work  done  and  money  earned. 
Special  study  on  the  most  important  farm  crop  in  your  locality.  Use 
and  outline  for  this  special  study  similar  to  ones  suggested  below  on 
Corn,  Wheat  and  Fruit. 

Study  of  Corn.  —  Its  culture  and  improvement.  Selecting  good 
seed.  Experiments  to  show  shrinkage  by  keeping  over  winter.  Ensilage. 
Varieties  grown  in  your  neighborhood,  history  of  one  or  two  varieties. 
Characteristics  of  a  good  ear;  -simple  introduction  to  use  of  score  card. 
Factors  involved  in  marketing  corn.  Celebration  of  Corn  Day  —  Corn 
Display  and  Contest.  (Secure  free  government  and  free  state  bulletins 
on  corn.) 

Study  of  Wheat  or  Other  Grain.  —  Pupils  take  samples  to  school ; 
examine  for  weed  seeds  and  other  impurities.  Test  one  hundred  grains 
of  each  sample  for  vitality.  Method  of  planting,  machines  used  in 
planting.  Observe  growing  plants.  What  parts  of  the  plants  live  over 
winter.  History  of  wheat  or  other  grain.  (Secure  free  government 
and  free  state  bulletins  on  culture  of  the  grain  most  common  in  your 
locality. 


10  ,    A   UNIFORM    COURSE  OF  STUDY  IN  AGRICULTURE. 

Study  of  Fruit.  —  Study  of  Apple  or  the  chief  fruit  crop  in  your 
locality.  Characteristics  of  trees.  Causes  and  remedies  for  imperfect 
fruit.  Spraying.  Factors  involved  in  gathering,  storing  and  market- 
ing fruit.  Have  an  exhibit  of  varieties  grown  in  the  district.  Conduct 
contest.  (Secure  free  government  and  free  state  bulletins  on  the  culture 
of  the  fruit  most  cultivated  in  your  locality.) 

Weeds.  —  Make  a  collection  of  seeds  ;  label.  Study  weeds  common 
in  grain  fields,  pasture,  meadow  and  garden.  How  destroy  each  kind. 
See  Ohio  Weed  Manual. 

Fungi.  —  Compare  with  seed  plants.  Mushroom.  Experiments  in 
growing  and  destroying  molds  and  bacteria;  sterilization;  treatment 
with  formalin;  smut,  rusts,  blights,  rots  and  scabs.  How  combat  these? 
Fungi  that  attack  insects.  Find  examples. 

Collection  of  Insects. — C  lassify  as  to  beneficial  and  injurious.  Crop 
attacked  by  each.  (Secure  free  government  and  free  state  bulletins  on 
injurious  and  beneficial  insects  to  growing  crops.) 

Forage  Crops.  —  Grasses  —  best  adapted  for  meadow,  for  pasture, 
variety  in  your  locality.  Use  of  leguminous  plants.  Other  forage  crops 
as  rape,  millet,  sorghum,  etc.  (Secure  free  government  and  free  state 
bulletins  on  Forage  Crops.) 

Dairying.  —  Compare  Dairy  and  Beef  breeds.  Examples  of  each 
class;  report  of  kind  owned  in  neighborhood.  Secure  a  Babcock  Tester 
with  milk  and  cream  outfit.  Test  samples  of  milk  and  cream  from 
different,  breeds.  Calculate  amount  of  butterfat  produced  in  a  certain 
period  and  value  of  same.  Discuss  cost  of  producing  butterfat  under 
various  conditions.  Methods  of  feeding,  what  to  feed  and  care  of  cows. 
Plans  of  building  sanitary  barns  and  farm  soils.  Use  of  separators. 
Purefood;  pure  milk;  pure  drinking  water.  (Secure  free  government 
and  free  state  bulletins  on  Dairying.) 

These  recitations  must  work  the  hands  and  the  head,  and  the  more 
the  head  and  hands  work  together  the  better. 

Organize  an  Agricultural  Club;  it  brings  the  men  and  women,  the 
boys  and  girls  of  the  district  together  in  a  new  social  pride;  the  federa- 
tion of  these  clubs  in  the  township  breaks  down  the  old  selfish  district 
lines  and  the  boys  and  girls  live  in  a  wider  horizon,  and  its  exhibits 
carried  to  the  County  and  State  Fairs  and  the  boy  and  girl  become  parts 
of  these  fairs;  into  it  invite  all  the  young  people  of  the  vicinity;  make 
the  older  people  honorary  members ;  give  an  entertainment  or  two  and 
start  a  library  with  much  agricultural  literature  in  it ;  hang  some  picture 
in  your  school  house;  discuss  and  study  carefully  at  least  one  agricultural 
subject  at  each  meeting;  let  the  program  be  entertaining  and  instructive. 
The  State  Traveling  Library  will  help  along  these  lines. 

Climatology  of  Ohio  by  the  Ohio  Agricultural  Experiment  Station, 
Wooster,  O.  (Bulletin  No.  235.) 


FOR   THE   ELEMENTARY    SCHOOLS    OF   OHIO.  11 

Winter  Work. 

Housing  of  farm  animals.  Special  study  of  horse,  hog  or  sheep. 
Different  breeds  of  horses,  hogs  or  sheep  in  neighborhood.  Care  of 
these  animals  in  winter. 

Farm  Machinery.  —  Kinds,  uses,  value,  care  of.  Gasoline  engines, 
power  machines,  etc.  History  of  kinds  to  show  improvement. 

Soils.  —  Study  of  structure  of  corn  kernel ;  tests  for  starch  and  oil 
—  composition  of  food  stuffs.  Secure  some  samples  of  corn  products. 
Plant  food ;  how  plants  obtain  food.  Test  soil  for  acid  and  alkali.  Ele- 
ments usually  lacking  in  soil.  How  these  are  obtained.  Commercial  fer- 
tilizers. Study  kinds  of  soil.  Make  collection  of  soils.  (Secure  free 
bulletins  on  Soil  Fertility.) 

The  Crop  Reporter.  A  publication  furnished  by  the  U.  S.  Dept. 
of  Agriculture  can  be  obtained  by  addressing  the  Chief  of  the  Bureau 
of  Statistics,  U.  S.  Dept.  of  Agriculture. 

Spring  Work. 

Poultry  Raising.  —  Breeds  of  chickens  of  the  neighborhood ;  char- 
acteristics of  each;  feeding,  housing,  general  care.  Incubators  and 
brooders;  expenses  and  profits  in  poultry.  (Secure  free  bulletins  on 
Poultry  Culture  from  state  and  national  departments.) 

Where  fruit  raising  is  practiced  extensively,  study  propagation  by 
grafting.  Why  necessary.  History  of  some  one  fruit  from  seed  to  ma- 
turity. Pruning,  planting  and  spraying  of  fruit  trees.  (Secure  Spray 
calendar  from  Wooster  Experiment  Station,  Wooster,  Ohio.) 

Corn  Study.  —  Germination  of  seed,  make  corn  testers ;  compare 
tests  for  vitality.  Grading  corn.  History  of  corn.  Varieties  adapted 
to  your  locality.  Planting  methods.  Experiments  with  depth  of  planting. 
Draw  diagrams  and  make  preparations  for  planting  your  flower  or  veg- 
etable garden.  Treat  potatoes  for  scab  with  formalin.  Examine  clover 
and  grass  seed  with  hand  lens  to  find  weed  seed  and  other  impurities, 
(Secure  free  bulletins  on  Flower  and  Vegetable  Gardening.) 

Bird  Study.  —  Make  a  list  of  native  birds  beneficial  to  farm  crops. 
Injurious  to  farm  crops.  (Secure  free  bulletin  on  Beneficial  Birds  to  the 
Farmer.) 

Study  clover  plant,  habits  of  growth,  length  of  root,  tubercles  on 
roots.  Identify  other  legumes.  Examine  roots  for  tubercles.  Experi- 
ment where  favorable  to  do  so,  by  planting  some  alfalfa  with  and  with- 
out inoculation. 

Investigate  methods  of  retaining  fertility  of  the  soil  of  Ohio;  rota- 
tion of  crops;  mixing  of  home  fertilizers;  retaining  moisture  in  the 
soil  and  value  of  soil  mulch. 

Arrange  plans  for  vacation  studies  and  experiments  with  corn, 
potato  and  other  vegetables.  Girls  give  special  attention  to  flower  and 


A  UNIFORM   COURSE  OF  STUDY  IN  AGRICULTURE. 

vegetable  gardens;  keep  simple  records  of  all  work  done  and  conduct 
a  corn,  flower  and  vegetable  exhibit  and  contest. 

Tobacco  Raising.  —  Seed,  plants,  care  of,  stripping,  sorting,  packing, 
marketing. 

Orchards,  forestry,  hot  beds,  cold  frames. 

School  exhibits,  reports  of  work  done.  Fair  exhibits. 

Plant  the  different  weed  seeds  in  boxes  of  soils  and  have  the  chil- 
dren learn  to  know  these  weeds  by  their  very  early  forms  of  growth. 

On  a  table,  a  shelf,  or  a  window  sill  with  shelf  extension,  have  at 
all  times  some  manual  work  of  collections  of  specimens,  drawings,  seed 
growing  and  testing,  sowing,  samples  of  farm  products  grown  in  the 
district,  flowers,  etc.  Let  these  exhibits  be  changed  frequently;  have 
contesting  exhibits  by  the  pupils;  have  class  exhibits  of  all  the  grades, 
for  the  very  smallest  pupil  is  not  to  be  ignored  in  showing  his  work. 

Collecting  and  mounting  of  specimens  of  the  insects,  seeds,  flowers, 
fruits,  grains,  animal  and  mineral  products,  etc.,  of  the  township  or 
county  will  be  useful  and  pleasant  work  for  the  pupils  during  the 
sumcr  months  and  with  a  little  help  from  the  taecher,  they  will  do  very 
effective  work  in  all  the  grades.  Have  at  least  one  beauty  spot  in  your 
school  district  as  the  result  of  your  work  in  agriculture  in  the  school, — 
farmhave  it  either  on  the  school  lot  or  at  some  home  of  your  pupils. 


SUGGESTED  TOPICS  IN  AGRICULTURE  AND  THE  HOUSE- 
HOLD ARTS  FOR  THE  GIRLS. 

The  Garden: 

The  vegetable  garden,  the  flower  garden,  the  small  fruit  garden,  hot 
beds,  cold  frames,  and  the  marketing  of  the  products,  insects  and  other 
enemies  of  the  garden  plants,  sprays.  Garden  irrigation. 

Poultry : 

Chickens,  ducks,  turkeys,  geese,  etc.,  and  the  marketing  of  the 
products.  The  health  of  the  barn  and  poultry  yard  families.  Lice, 
diseases  and  other  enemies  of  poultry,  etc. 

The  Lawn : 

Laying  out  the  lawn,  the  flowers  on  it,  the  shrubs,  trees,  care  of  it, 
the  enemies  of  the  flowers,  shrubs,  trees,  etc. 

The  Dairy : 

Types  of  cattle,  the  milk,  butter,  cheese,  the  creamery,  the  milk  tester, 
separators,  etc.,  care  of  the  utensils,  the  dairy  barn,  feeding,  marketing 
the  products. 

The  Apiary : 

Bees,  bee  hives,  swarming,  diseases  of  the  bee,  honey,  bee  foods,  etc. 
Orchards  and  Small  Fruits,  Grapes. 


FOR    THE   ELEMENTARY    SCHOOLS    OF   OHIO.  13 

Birds. 

Melons,  pumpkins,  squashes,  etc. 

Weather  Bureau.     Meteorology. 

Agricultural  clubs,  Home  and  School  sociology,  Community  life. 

Foods,  Food  Elements,  Drinking  Water  Suppply. 

Domestic  Science: 

Home  making  and  house  keeping,  cooking,  bread  making,  and  all 
baking,  sewing,  home  decorating,  butter  making,  the  health  of  the  home 
and  the  farm  premises,  buying  for  the  farm  and  farm  home,  selling  the 
Sarm  products,  drawing  and  the  other  arts,  home  economics,  home  soci- 
ology, nursing  the  sick,  household  accounts,  care  of  the  house  and  pre- 
vention of  sickness,  laundering,  recipes. 

Home  beautifying,  making  home  attractive,  naming  the  farm,  the 
lawn,  a  handy  kitchen,  the  dairy,  preparing  the  products  for  market. 

Exhibits  and  reports  of  pupils. 
The  Fairs — State  and  local. 

General  Suggestions : 

Use  the  local  papers  for  spreading  the  news  and  the  good  things  done 
should  be  passed  on  to  our  neighbors. 

Send  to  the  Department  at  Washington,  D.  C.,  for  their  bulletins ;  do 
this  department,  no  better  are  sent  out  from  any  board  of  its  kind  in  the 
Agricultural  College  at  Columbus;  last  but  not  least  write  to  the  Secre- 
tary of  the  State  Board  of  Agriculture  at  Columbus  for  the  bulletins  of 
this  department,  no  better  are  sent  out  form  any  board  of  its  kind  in  the 
United  States.  Teachers,  pupils  and  patrons  will  find  excellent  material 
on  any  phase  of  the  work;  good  directions  for  detailed  courses  of  study 
and  for  work  on  the  farm,  in  the  garden,  at  the  barn,  in  the  home  and  in 
any  and  all  departments  of  farm  work  will  be  found  in  these  bulletins 
that  may  be  had  for  the  asking;  neither  is  the  scientific  side  of  any  phase 
of  this  work  neglected  in  these  bulletins ;  so  whatever  we  may  wish  will 
be  easily  obtained  by  simply  writing  for  them. 

Whatever  success  we  may  have  in  the  school  work  in  and  at  the 
school,  our  task  will  yet  be  incomplete  if  wre  neglect  to  see  it  carried  to 
the  home,  to  the  farm  and  to  the  community  in  general.  The  teacher 
here  has  a  splendid  opportunity  to  take  his  or  her  place  in  the  community 
life  and  activities  in  the  school  district;  the  teaching  of  agriculture  must 
link  the  school  and  homes  closer  and  the  work  of  one  must  and  will 
correlate  the  other  or  our  whole  scheme  will  lose  much  of  its  flavor  and 
value.  When  the  teacher  and  parent  find  their  work  overlapping  and 
growing  together  in  the  life  and  ambitions  of  the  child  then  indeed  will 
the  home  and  school  take  their  rightful  places  in  the  child  economy  and 
child  rearing;  then  will  misunderstandings  and  crossing  of  lines  of  disci- 
pline be  reduced  to  a  minimum.  The  teaching  6f  agriculture  in  some  of 
ks  many  phases  will  bring  happy  results  along  these  lines  that  must  be 


14  A  UNIFORM   COURSE  OF  STUDY  IN  AGRICULTURE. 

seen  with  a  mildly  prophetic  eye.     The  Agriculture  Clubs  will  be  the  one 
strong  medium  for  this  as  well  as  for  the  place  where  the  intellectual  and 
moral  development  takes  place  along  side  the  study  of  the  utilitarian 
Here  the  elements  of  the  old  spelling  school,  the  literary  society  and  the 
agricultural  sciences  and  economy  will  mingle  and  grow  into  good  citizen 
ship  and  moral  and  intellectual  fiber  which  will  make  farm  life  just  as 
honorable  and  refining  and  respected  as  any  other  vocation — yea  even 
more  so  for  the  environments  are  happily  conducive  to  such  as  nowhere 
else. 

NAMES    AND    ADDRESSES     OF    THE     SUPERVISORS     OF     AGRICULTURAL 

EDUCATION 

H.  L.  Goll,  Swanton,  Fulton  Co.,  of  the  Northwestern  District. 

S.  A.  Harbourt,  Andover,  Ashtabula  Co.,  of  the  Northeastern 
District. 

J.  R.  Clarke,  373  Wilbur  Ave.,  Columbus,  Franklin  Co.,  of  the  South- 
eastern District. 

Lester  S.  Ivins,  Lebanon,  Warren  County,  of  the  Southwestern 
District. 

'   STATE  SUPERVISORS  OF  AGRICULTURAL  EDUCATION. 

In  accordance  with  the  provisions  of  the  Cahill  law,  Commissioner 
Miller  has  appointed  four  Supervisors  of  Agricultural  Education.  The 
names  and  addresses  of  these  Supervisors,  together  with  the  counties 
comprising  each  district  are  as  follows : 

NORTHWESTERN  DISTRICT. 

H.  L.  Goll,  Supervisor,  Swanton,  Fulton  County,  Ohio. 

Counties  —  Allen,  Auglaize,  Crawford,  Defiance,  Erie,  Fulton,  Han- 
cock, Hardin,  Henry,  Logan,  Lucas,  Marion,  Mercer,  Morrow,  Ottawa, 
]  'a  aiding,  Putnam,  Sandusky,  Seneca,  Union,  Van  Wert,  Williams, 
Wood,  Wyandct — 24  counties. 

NORTHEASTERN   DISTRICT. 

S.  A.  Harbourt,  Supervisor,  Andover,  Ashtabula  County,  Ohio. 

Counties — Ashland,  Ashtabula,  Belmont,  Carroll,  Columbiana, 
Coshocton,  Cuyahoga,  Geauga,  Harrison,  Holmes,  Huron,  Jefferson,  Lake, 
Lorain,  Mahoning,  Medina,  Portage,  Richland,  Stark,  Summit,  Trumbull, 
Tuscarawas,  Wayne — 23  counties. 

SOUTHEASTERN    DISTRICT. 

J.  R.  Clarke,  Supervisor,  373  Wilbur  Ave.,  Columbus,  Franklin 
County,  Ohio. 


FOR    THE    ELEMENTARY    SCHOOLS    OF   OHIO.  15 

Counties — Athens,  Delaware,  Fairfield,  Franklin,  Gallia,  Guernsey, 
Hocking,  Jackson,  Knox,  Lawrence,  Licking,  Meigs,  Monroe,  Morgan, 
Muskingum,  Noble,  Perry,  Pickaway,  Vinton,  Washington— 20  counties. 

SOUTHWESTERN   DISTRICT. 

Lester  S.  Ivins,  Supervisor,  Lebanon,  Warren  County,  Ohio. 

Counties — Adams,  Brown,  Butler,  Champaign,  Clark,  Clermont, 
Clinton,  Darke,  Fayette,  Greene,  Hamilton,  Highland,  Madison,  Miami, 
Montgomery,  Pike,  Preble,  Ross,  Scioto,  Shelby,  Warren — 21  counties. 


TEXT-BOOKS  IN  AGRICULTURAL  EDUCATION   SUITABLE  FOR  THE 
ELEMENTARY  SCHOOLS. 


Name   of   Text-book.  Name  of  Author.  Publishers. 

Agriculture  for  Young  Folks.    A.  D.  &  E.  W.  Wilson.  Webb  &  Co.,  Minneapolis. 
First    Principles    of    Agricul- 
ture    Goff  &  Mayne   Amer.   Book   Co.,   Cincin- 
nati. 

Agriculture  for   Beginners Burkett,  Stevens  &  Hill.  Ginn   &  Co.,   Columbus. 

Elementary   Agriculture    Hatch   &   Hazel  wood..    Rowe,     Peterson     &    Co., 

Chicago. 
Agriculture     for     Common 

Schools Fisher  &  Cotton   Chas.   Scribner's  Sons,  N. 

Y. 

An    Introduction    to    Agricul- 
ture        A.  A.  Upham  D.    Appleton    &    Co.,    Co- 
lumbus. 

One  Hundred  Lessons  in  Ele- 
mentary  Agriculture    ....   A.  W.  Nolan   Acme  Pub.  Co.,   Morgan- 
town,  W.  Va. 
Agriculture      in      the      Public 

Schools    Lester   S.   Ivins   March     Bros.     Pub.     Co., 

Lebanon,  O. 

Beginners  in  Agriculture A.    R.    Mann    MacMillan  Co.,   N.  Y. 

Rural  School  Agriculture  ....    C.    W.    Davis    Orange  Judd  Co.,  N.  Y. 


PAPERS  AND  MAGAZINES  THAT  AID  IN  THE  TEACHING  AND  STUDY 

OF  AGRICULTURE. 


American  Agriculturist  Orange  Judd  Co.,  New  York. 

Ohio   Farmer    v Lawrence  Pub.  Co.,  Cleveland. 

National  Stockman  and  Farmer Pittsburg. 

Farm  and  Fireside  Springfield,  Ohio. 

Farm  Journal   Philadelphia. 

Poultry  Journal    

A  Boy's  Paper  Carlinville  111. 


16  A   UNIFORM   COURSE  OF  STUDY  IN  AGRICULTURE. 

AGRICULTURE. 


INTRODUCTION. 

"Here  in  the  country's  heart 

Where  the  grass  is  green, 
Life  is  the  same  sweet  life 
As  it  e'er  hath  been." 

Trust  in  a  God  still  lives, 

And  the  bell  as  morn 
Floats  with  a  thought  of  God 

O'er  the  rising  corn." 

'God  comes  down  in  the  rain, 

And  the  crop  grows  tall 
This  is  the  country  faith 

And  the  best  of  all." 

It  has  been  said  that  to  know  Nature  and  Man  is  the  sum  of  earthly 
knowledge.    But  since  man  is  the  highest  product  of  nature,  there  is  really 
but  one  subject  of  study — the  study  of  nature.     Touch  with  Nature  at 
first  hand  is  the  very  breath  of  mental  life.  Children  are  born  naturalists. 
In  freshness,  in  lively  interest,  in  originality,  nothing  equals  a  child.     Its 
progress  in  learning  is  exceedingly  rapid  during  its  first  years  of  life. 
This  splendid  growth  process  of  infancy  may  be  prolonged  throughout 
life  if  the  study  of  Nature  has  a  central  place  in  his  schooling,  if  the  love 
of  Nature  is  implanted,  and  from  it  will  spring  the  love  of  Art,  of  Science 
and  of  Religion.     It  has  been  well  said  that  Nature  Study  is  learning 
those  things  in  Nature  that  are  best  worth  knowing,  to  the  end  of  doing 
those  things  that  make  life  most  worth  living.     Life  is  response  to  the 
order  of  Nature.    Nature  is  all,  over  all,  in  all.    Her  laws  are  unchange- 
able.   Nature  is  never  against  us.     She  is  always  for  us.    To  have  faith 
in  Nature  and  learn  of  her  is  highest  wisdom.     Nature-study  develops 
the  power  of  observation  and  is  the  basis  of  all  agricultural  work.     In 
the  beginning  we  must  fasten  the  children's  affections  on  the  region  in 
which  they  are.     We  must  teach  them  the  common  things  with  which 
they  live  from  day  to  day.    This  is  the  new  idea  in  Nature-study,  that  is 
coming  gradually  into  our  schools.     In  time  gone  by,  the  common  school 
has  had  little  relation  to  the  life  of  its  community;  but  it  is  undergoing 
evomtion  and  gradually  its  point  of  view  is  being  changed.     The  West 
nas  been  putting  Agriculture  into  its  common  schools,  as  has  also  the 
South  in  great  part.     It  has  been^  discovered  that  Agriculture  may  be 
made  the  means  of  training  the  minds  of  the  young  people  as  well  as  of 
giving  them  information.    The  study  of  Agriculture  is  fundamental.    As 
much  so  as  Geography,  Literature  or  Physics.     City  schools  teach  city 
life  and  the  facts  and  atmosphere  that  go  with  city  life,  yet  many  cities 


FOR    THE    ELEMENTARY    SCHOOLS    OF   OHIO.  17 

are  adding  Agriculture  because  of  its  broadening  influence.  If  we  are  to 
have  a  healthy  country  life  and  a  normal  country  people  we  must  organ- 
ize schools  to  teach  country  life  and  the  facts  of  country  life.  We  must 
be  able  to  get  good  men  out  of  country  life  by  founding  and  maintaining 
homes  wherein  good  men  of  the  future  may  find  a -place  in  which  to  be 
born.  To  live  in  harmony  with  one's  natural  surroundings  has  a  moral 
influence  upon  character.  The  boy  or  girl  who  takes  an  interest  in  grow- 
ing plants  and  animals  cannot  be  so  bad  as  the  child  who  does  not  care 
for  or  love  these  things.  There  is  nothing  but  goodness  in  most  plants 
and  animals,  and  the  child  who  grows  up  in  harmony  with  them  must 
imbibe  some  of  this  quality.  If  the  country  school  is  to  find  its  setting 
largely  in  the  affairs,  the  interests  and  aspirations  of  rural  life;  if  the 
school  in  the  large  city  is  to  make  the  best  use  of  the  materials  at  hand, 
the  teacher  must  give  the  course  for  this  composite  Nature-study-agricul- 
ture, which  will  enrich  and  vitalize  other  studies  and  the  teacher  who 
handles  them  as  well..  The  teacher  must  be  in  sympathy  with  the  work 
and  also  with  the  community  in  which  he  works.  Sympathy  is  the  ability 
to  take  another's  point  of  view.  It  requires  a  clear  head  and  a  warm 
heart  to  get  the  point  of  view  of  the  child  and  his  environment,  but  it  is 
necessary  in  order  to  lead,  to  encourage  and  to  assist  him  to  clearer 
mental  vision. 

THE  TEACHER'S  DUTY. 

Every  teacher  ought  to  subscribe  for  several  good  farm  papers  and 
read  them  in  order  to  get  the  modern  viewpoint  of  the  agriculturist.  This 
will  enable  him  to  establish  a  sympathetic  relationship  with  the  com- 
munity which  is  absolutely  necessary  before  the  best  service  can  be 
rendered.  Last,  but  not  least,  let  every  teacher  in  Ohio  do  some  work 
in  agriculture  early  this  year.  Remember,  that  all  we  eat,  drink  and 
wear  comes  from  the  soil.  If  you  are  teaching  in  the  country,  get  your 
boys  and  girls  to  love  their  homes  and  to  make  them  the  most  beautiful 
spots  on  earth.  If  you  teach  in  a  town  or  city,  show  your  pupils  that 
the  only  life  worth  living  is  the  country  life  and  to  own  a  forty-acre 
farm  is  more  to  be  desired  than  to  become  a  drygoods  clerk  or  a  book- 
keeper for  some  coal  dealer.  Pupils  so  trained  by  an  enthusiastic  teacher 
will  make  a  daily  advance,  not  only  in  agriculture  study  "but  in  personal 
power,  in  general  serviceableness,  and  in  consequent  delight." 

Training  in  this  subject  comprehends  all  educational  aims.  It  cul- 
minates in  scholarship,  culture  and  service,  and  brings  happiness  to  all. 

Nature-study  must  be  taught  concretely.  Books  and  leaflets  are 
helpful,  but  will  not  take  the  place  of  the  object.  There  is  no  text- 
book of  real  Nature-study.  Teachers,  books,  and  leaflets  should  be 
guides  to  the  animals,  plants  and  minerals.  The  child  must  see  and 
handle  the  thing  himself  if  he  is  really  to  know  it.  Nature-study  should 
put  him  into  sympathy  with  common  affairs  and  the  questions  of  the 

'2  s.  c. 


18  A   UNIFORM    COURSE  OF  STUDY  IN   AGRICULTURE. 

work-a-day  world  and  it  should  give  him  usable  information.  Sym- 
pathetic and  vital  contact  with  his  surroundings  will  create  an  ever- 
abiding  interest  in  the  mind  of  the  child  and  help  to  neutralize  the  dead 
formalism  of  the  school.  It  will  open  a  way  to  a  free,  spirited  and 
natural  way  of  teaching  and  a  less  restrained  and  more  wholesome  out- 
look on  life  in  the  young  generation.  Nature-study  will  keep  the  teacher 
young  and  interested  in  life  and  enable  him  to  teach  with  spirit  and  cheer- 
fulness. What  Longfellow  said  of  Agassiz  may  be  said  just  as  well 
of  the  teachers  and  children  who  have  the  true  spirit  of  Nature-study: 

"And  he  wandered  away  and  away 

With  Nature,  the  dear  old  nurse, 
Who  sang  to  him  night  and  day 
The  rhymes  of  the  universe. 

"And  whenever  the  way  seemed  long, 

Or  his  heart  began  to  fail, 
She  would  sing  a  more  wonderful  song, 
Or  tell  a  more  marvelous  tale." 

PRIMARY  DIVISION. 


FALL  TERM. 
FIRST  GRADE. 

The  Nature  studies  of  the  First  Grade  will  be  largely  informal, 
dealing  generally  with  familiar  material,  increasing  interest  and  culti- 
vating habits  of  obesrvation  and  description.  There  ought  to  be  many 
excursions — if  only  around  the  school  premises — sometimes  on  a  voyage 
of  discovery,  but  generally  to  obtain  the  necessary  material  or  to  satisfy 
some  other  definite  plan.  There  ought  to  be  a  close  connection  between 
home  and  school,  both  material  and  treatment,  serving  to  relate  the 
school  to  the  home.  The  beautiful  in  nature  will  be  brought  out  as  well 
as  the  useful.  The  moral  side  must  not  be  neglected.  Accurate  observa- 
tion, telling  and  doing,  will  lay  deep  foundations  for  a  love  of  truth. 
Language  lessons  should  be  based  chiefly  on  this  work  in  order  to  stimu- 
late the  use  of  first-hand  material,  but  not  every  piece  of  work  should  end 
in  the  inevitable  essay. 

Discussion  of  summer  experiences  and  out-of-door  activities. 

The  home  and  who  live  there.  What  does  father  do?  Mother? 
Sisters  ?  Brothers  ? 

Roms  in  the  house;  uses  of  each,  furnishings.  . 

Schoolhouse;  rooms,  equipment,  uses. 

When  rooms  shold  be  clean. 

Public  places;  the  church,  store,  depot,  town-house,  factory,  bank, 
etc.  What  is  done  in  each. 

Make  and  illustrate  a  weather  chart  for  each  month,  serving  to  teach 


FOR    THE    ELEMENTARY    SCHOOLS    OF   OHIO.  19 

days  of  week,  name  and  character  of  months,  seasons,  birthdays,  hol- 
idays, etc. 

Informal  field  studies:  Discover  and  follow  seed  dispersals  in  dan- 
delion, thistle  and  milkweed.  Identify  a  few  common  insects,  a  few  most 
familiar  birds,  autumn  wild  flowers. 

Plant  bulbs  of  Chinese  lily  or  paper-white  narcissus  in  water. 

Visit  garden  and  farm  to  note  autumn  activities,  harvesting,  effect  of 
frost.  What  the  garden  contributes ;  collection  and  simple  study  of  com- 
mon vegetables  grown  above  ground;  below  ground.  Draw  and  color  a 
few.  How  stored  for  winter.  Where  we  get  vegetables  when  we  have 
no  garden ;  where  the  grocer  obtains  his  supply;  how  he  keeps  them. 

The  pumpkin — in  connection  with  Hallowe'en  and  Thanksgiving; 
the  flower  if  available;  the  growth  habit  of  the  plant,  Jack  o'  Lantern; 
preservation  of  seed. 

Distinguish  squashes  from  pumpkins. 

Identification  of  individual  trees  near  school  or  home,  representing 
by  drawing  two  different  species  selected  from  willow,  cottonwood,  elm, 
maple  and  oak.  Autumn  Arbor  Day;  transplant  small  seedling  trees. 

The  first  snow  fall;  observe  descent  of  flakes,  catch  some  upon  cold 
dark  cloth  and  study  forms  of  large  flakes. 

Animal  pets  about  the  home.  Animals  at  work  for  us.  Where 
kept.  How  cared  for. 

Special  study  of  the  cat;  habits,  special  senses,  mental  traits,  wild 
relatives,  enemy  of  birds. 

The  Christmas  tree;  purposes,  source,  decorations;  evergreens  as 
distinguished  from  trees  which  become  bare  in  winter. 

Uses  of  coal,  iron,  gold,  silver. 

Mining,  lumbering  and  farming. 

WINTER  TERM. 

Illustrated    weather    chart    for    each    month.      Winter   games    and 

sports.     How  winter  affects  the  home  activities.     The  shortened  day, 

noting  declining  position  of  sun. 

Clothing — Purposes,  kinds,  changes,  care.  Primitive  clothing.  Identi- 
fication of  summer  and  winter  materials.  Sources  of  each. 

Shelter — What  plants  and  animals  do  in  winter;  why  houses  are  neces- 
sary to  people ;  primitive  homes ;  building  materials.  Uses  of  doors, 
windows,  screens,  storm  doors,  porches. 

Make  doll  house  of  pasteboard  or  box.  Equip  with  furniture,  rugs, 
utensils ;  preserve  distinction  of  rooms. 

Heating  the  home;  kinds  of  fuel;  source  and  supply  of  wood;  coal  and 
gas ;  carbon  the  heat  former. 

Food — Name  articles  of  food;  where  food  comes  from;  carbon  in  food 
and  how  eating  keeps  the  body  warm;  winter  sources;  home  stor- 


20  A   UNIFORM   COURSE  OF  STUDY  IN   AGRICULTURE. 

age;  habits  in  eating  and  drinking;  source  of  water;  methods  of 

cooking;    simple   lessons    of   hygiene   of   nutrition;    care   of   teeth; 

table   manners ;    thorough    mastication ;   value    of    good    cheer   and 

appetite. 

Care  of  house  plants;  plant 'necessities — soil,  light,  moisture,  heat.  Iden- 
tification of  a  few  common  house  plants ;  observation  and  care  of 

bulb  plants  started  in  the  fall. 
The   caged   canary;   habits,    care;    studied   at   home;   other    seed-eating 

birds. 
Breathing   and   ventilation   especially   in  sleeping   rooms.      Oxygen,   the 

life-bearer,  and  how  people  and  animals  must  breath  to  get  it.   Simple 

lessons  in  proper  habits. 
The  five  senses — Recognition,  uses,  practice  and  care  of  sense  organs. 

Trace  the  senses  among  the  animals ;  why  absent  from  plants  ? 
Emergencies — What  to  do  in  case  of  cuts,  scratches,  burns,  nose  bleed, 

frost  bites — lessons  given  as  occasion  affords  opportunity. 
The  horse — Uses,  disposition,  habits,  care  fitness  for  service  to  man. 
Plant  nasturtium  in  window  boxes  and  in  egg  shells;  later  transplant 

from   egg  shells   to   school   or   home  garden;   advantages   of   early 

planting. 

Anticipations  of  spring;  lengthening  of  days  and  other  seasonal  changes; 
weather,  birds,  trees — pussy  willow,  soft  maples,  elms,  weeds,  hiber- 
nating animals — insects,  earthworms,  snakes,  ground  spuirrels ;  prep- 
aration for  gardening  and  lawns.  Window  boxes.  Winter  games 
and  sports. 

Gather  a  few  pupae  for  study  as  they  emerge  in  the  spring. 

SPRING  TERM. 

Continue  weather  charts. 

Spring  time  activities  at  home ;  cleaning  house ;  putting  up  screens 
and  awnings ;  change  in  clothing ;  cleaning  up  the  yard.  Reparis  ;  identi- 
fication and  use  of  a  few  carpenter's  tools. 

Follow  changes  in  willow,  soft  maple,  elm  and  study  these  twigs 
indoors.  Opening  of  flower  and  twig  bud ;  experiments  in  growing  new 
trees  from  cuttings  in  water,  sand,  loam. 

Early  growth  of  herbs ;  identification  of  three  or  four  common  weeds 
and  of  wild  and  cultivated  plants  by  means  of  foliage  and  habit  of 
growth. 

Make  home  and  field  acquaintance  with  a  few  most  familiar  birds; 
seek  details  of  characteristic  habits  rather  than  a  long  list  of  bird  names. 

Arbor  and  Bird  Day ;  indebtedness  to  trees  and  birds.  Plant  seeds 
of  elm,  willow  and  maple  or  arrange  to  obtain  them  later  if  they  are  not 
now  mature ;  plant  cuttings  of  willow  which  were  started  in  earlies  study ; 


FOR    THE    ELEMENTARY    SCHOOLS    OF   OHIO.  21 

plant  a  young  apple  tree,  if  one  can  be  obtained ;  prepare  and  maintain  a 
food  table  for  birds;  hang  out  threads,  string  or  yarn  as  nest  material; 
place  a  basin  of  water  for  birds  where  cats  cannot  annoy ;  add  mud  for 
robins'  nesting;  keep  cat  from  harming  birds.  Songs  and  recitation 
about  birds  and  trees, — but  better,  do  things. 

The  squirrel  and  his  habits. 

Identification  of  a  few  spring  flowers ;  simple  wild  flower  chart  with 
dates.  Transplant  specimens  to  wild  flower  garden  at  school  and  home. 

The  school  garden.  As  a  group,  plant  flower  gardens  and  vegetable 
garden.  Let  each  child  have  a  share ;  develop  choice  of  these  plants  for 
garden,  planting  pop-corn  for  next  winter,  and  sunflowers  for  ornament 
or  for  food  for  chickens  or  other  birds.  Care  of  garden.  Follow  home 
garden,  if  a  school  garden  is  impossible.  Plant  nastutiums  as  border 
against  building,  fences  or  walk. 

If  possible,  study  the  frog  and  its  development;  collection  and  care 
of  frog  spawn  or  tad-poles. 

Life  history  of  moth  or  butterfly  and  observations  upon  specimens 
that  develop  from  the  pupae  that  have  been  gathered. 


BOOKS  FOR  TEACHERS. 

Holtz  Nature  Study — Scribners.  Hodge's  Nature  Study  and  Life — 
Ginn  &  Co.  Cumming's  Nature  Study — American  Book  Co.  Schmucker's 
Nature  Books — J.  B.  Lippincott  &  Co.  Upham's  Introduction  to  Ag- 
riculture— D.  Appleton  &  Co. 

FIRST  DIVISION. 

FALL  TERM. 
(Grades  2,  3  and  4.) 

Make  carefully  planned  observational  tours  to  some  place,  field,  gar- 
den, meadow,  animal  home  (such  as  nest,  burrow,  barn,  stable,  sty, 
etc.),  woods,  flowing  stream,  spring,  pond  or  lake,  orchard,  vineyard, 
factory,  shop.  Twice  a  week  would  not  be  too  often.  Let  the  children 
know  the  purpose  of  your  tour  before  starting.  Do  not  have  more  than 
one  or  two  objects  in  view  for  one  tour.  On  the  following  day  talk 
about  your  tour  and  what  was  seen  and  learned.  Collect  specimens  where 
feasible.  Let  the  children  write  compositions  on  some  object  they  have 
studied,  its  use,  cultivation,  etc.,  and  keep  for  exhibits  at  school  and  at 
the  fair.  This  may  be  made  a  part  of  the  work  in  language.  Some  of 
the  reading  lessons  may  be  on  subjects  pertaining  to  agriculture. 

Aims  of  these  lessons  to  the  children : 

1.  Better  and  growing  powers  of  observation. 

2.  Thoughtful  habits. 

3.  Knowledge  of  a  special  kind. 


22  A   UNIFORM    COURSE  OF  STUDY  IN  AGRICULTURE. 

4.  Power  of  comparison  acquired  and  the  ability  to  distinguish 
objects — dissimilar  and  similar. 

5.  Storing  useful  information. 

The  oral  and  essay  work  may  include  description  of  the  objects, 
their  uses,  cultivation,  etc.,  in  language  and  terms  understood  by  the 
child.  All  this  may  in  many  ways  be  used  as  a  part  of  the  recitation  in 
other  branches — as  language,  number  work,  oral  geography,  in  fact  the 
reading  lesson  some  times  may  be  upon  subjects  pertaining  to  Agricul- 
ture. 

Make  much  of  the  exhibits  of  the  work  of  the  children ;  keep  it  and 
show  it  in  the  school  room  on  special  days  and  send  it  to  the  fair  as  a 
part  of  the  school  exhibit. 

Trips  with  the  following  in  view :  Effects  of  the  frost ;  sprouting  of 
the  wheat ;  corn  well  shocked ;  birds  yet  to  be  seen ;  quail  haunts  and  pro- 
tection of  these  birds;  the  apple  orchards;  apple  picking;  making  cider; 
marketing  the  apples  and  cider  (something  of  vinegar  may  also  be 
learned)  ;  digging  and  marketing  potatoes  and  sweet  potatoes ;  growing 
garden  products ;  wild  flowers ;  the  forest  trees  getting  ready  for  winter ; 
make  a  collection  of  all  kinds  of  seeds;  spirrels;  catterpillars  and  other 
small  animal  life,  as  time  and  the  progress  of  the  class  will  permit. 

What  to  observe: 

i.  Around  the  farm  home:  The  flowers,  the  shrubs,  the  fruit  and 
shade  trees,  the  plants  of  the  garden,  the  grains  in  the  grainaries  and 
cribs,  preparations  for  winter  feeding,  and  housing,  care  of  the  farm  ani- 
mals, the  pets  of  the  children,  the  poultry ;  name  the  farm  machinery  and 
tools,  and  note  the  care  of  them ;  weeds,  insects  and  birds. 

n.  On  the  farm:  The  plan  of  laying  out  the  farm,  names  and 
number  of  fields,  the  woods,  the  fences,  farm  crops  harvesting  of  corn; 
the  weeds  and  flowers ;  the  trees  in  the  woods,  the  trees  along  the  roads 
and  lanes,  the  shade  trees  and  the  fruit  trees,  the  farm  animals  and  their 
uses;  the  farm  products,  the  selling  and  marketing  of  the  same  or  their 
preservation. 

Continue  weather  observations.  Note  the  time  of  the  first  frost  and 
the  first  snowfall.  Is  the  first  frost  more  severe  in  high  or  in  low  places? 

Gather  all  kinds  of  seeds  and  place  them  in  properly  labeled  bottles 
for  study  and  display.  Get  the  children  so  familiar  with  them  that  they 
can  distinguish  them  one  from  the  other. 

Preservation  for  winter  and  spring  use  of  apples,  potatoes,  celery, 
cabbage,  sweet  potatoes  and  pumpkins. 

Seed  distribution:  cockelbur,  Spanish  needle  and  burdock  stealing 
rides  on  animals  and  people.  Hickory  nuts,  walnuts,  acorns  and  beech 
nuts  carried  by  squirrels.  Squirrels  gather  beechnuts  into  piles,  which 
are  sometimes  discovered  by  boys.  Seeds  like  those  of  cherries  and 
berries  carried  by  birds.  Seeds  of  tumble  grass  blown  by  wind. 


FOR    THE    ELEMENTARY    SCHOOL?    OF   OHIO.  23 

Value  of  warm  and  sanitary  stables  for  farm  animals  and  poultry. 

Observe  the  flocks  of  blackbirds  in  autumn  and  find  out  where  they 
go.  Study  the  migratory  habits  of  birds.  What  birds  remain  with  us 
all  winter  and  what  do  they  eat?  Teach  the  children  how  to  keep  the 
birds  with  us  all  winter. 

How  to  protect  rose  bushes,  strawberries  and  rhubarb  for  winter. 

Preparing  for  and  sowing  wheat,  corn  cutting;  the  shock;  naming 
all  parts  of  the  stalk;  the  silo;  the  pumpkin  crop.  Uses  of  garden 
products  and  fruits;  canning  of  fruits.  The  value  and  beauty  of  shade 
trees;  beautiful  color  of  leaves  in  autumn. 

General  Suggestions  and  Hints. 

1.  The  water  in  streams  is  muddy  after  a  heavy  rain  because  it  is 
carrying  soil  and  clay.     Allow  a  tumbler  full  of  muddy  water  to  stand 
till  mud  settles.    Pour  off  the  clear  water  and  allow  the  mud  to  dry.    Ex- 
amine.     Streams   wear  their  channels   deeper  and   ravines   are   slowly 
formed.    Teach  this  in  connection  with  oral  geography. 

2.  Boys  and  girls  do  not  like  to  eat  the  same  thing  all  the  time. 
Same  is  true  of  our  domestic  animals.     Balanced  rations  needed  for 
both  animals  and  people.    Teach  this  in  connection  with  oral  physiology. 

3.  First  lessons  in  sowing  and  planting  are  most  impressive — the 
more  so  if  the  children  do  the  work — all  the  work.     Try  it;  have  them 
plant  at  least  one  tree  in  October,  let  them  do  all  the  work,  for  they  will 
be  happy  at  it  and  happier  in  the  spring  when  they  see  the  leaves.    Let 
them  test  some  seed  wheat  in  the  seed  tester. 

4.  Get  some  bulbs  and  have  the  pupils  make  a  bed  and  plant  them ; 
you  will  all  be  delighted  in  the  spring  to  see  the  bloom,  and  then  you  will 
have  some  material  for  spring  study.     Then  do  not  forget  that  all  this 
work  at  school  is  not  yet  what  it  should  be  if  some  of  the  same  work 
is  not  done  at  the  home  of  each  and  every  child  in  these  classes. 

5.  A  trip  to  see  some  one  thing  of  special  importance — a  tree  for 
its  foliage  or  fruit,  its  leaves,  or  signs  of  disease;  to  see  a  fine  flower  or 
garden  bed ;  to  look  up  the  haunt  or  the  nest  of  a  wild  animal  or  bird. 

6.  Young  as  these  pupils  may  be  it  is  the  time  to  interest  them  in 
agricultural  literature.     Have  the  farm  papers  and  nature  study  books 
at  hand  and  assign  short  pieces  to  be  read  privately  and  reported  to  the 
class  orally. 

7.  Have  arr  exhibit  of  the  work  done  at  least  every  two  weeks  and 
invite  the  patrons  in.     Keep  the  best  of  these  exhibits  of  every  child's 
work  for  a  general  school  exhibit  of  the  township  or  village ;  keep  the 
best  of  the  township  exhibits  for  the  County  and  State  Fair  exhibits. 

8.  Let  the- teacher  come  to  this  task  with  a  will  to  do  as  well  or  bet- 
ter in  this  subject  as  in  any  other.    The  next  step  will  be  to  demonstrate 
to  the  pupils  that  the  farm  on  which  they  live  is  their  home  and  is  just  as 


24  A  UNIFORM   COURSE  OF  STUDY  IN  AGRICULTURE. 

full  of  life  as  their  own  flesh  and  blood;  it  is  not  essentially  a  dry  and 
disinteresting  expanse  of  lifeless  dirt  and  stone ;  above  all,  it  is  not  a  less 
refined  place  to  live  than  the  city,  or  the  village — these  ideals  must  the 
successful  teacher  love  and  enjoy. 

9.  A  Woman's  club  of  the  women  and  girls  of  the  vicinity  would  be 
a  most  valuable  aid  in  all  the  grades  in  working  with  the  teacher  in  carry- 
ing the  good  things^  of  the  school  to  the  homes  and  in  return  the  school 
would  get  many  helps  from  these  women  and  from  the  homes  that  would 
connect  the  school  and  the  home  and  carry  into  effect  the  suggestions  of 
this  course  and  any  of  the  plans  of  the  teacher.  The  study  of  all  the 
plants  and  animals  would  be  promoted  by  such  a  club ;>  the  beautifying  and 
sanitation  of  the  school  and  the  home  would  receive  a  great  impetus  from 
even  a  small  club;  pictures  on  the  walls,  books  for  the  school  and  people 
of  the  neighborhood,  the  janitor  work,  the  school  grounds,  etc.,  are  some 
of  the  subjects  that  such  a  club  would  take  up  and  work  out. 

WINTER  TERM. 

(Grades  2,  3  and  4.) 

See  suggestions  in  the  Autumn  Bulletin.  Keep  in  mind  the  aims  of 
this  work  on  page  8  of  the  Autumn  Bulletin. 

Retain  many  of  the  specimens  of  the  autumn  work  for  the  Fair  ex- 
hibits and  for  the  winter  lessons. 

The  reading  class,  the  oral  geography  and  physiology  classes  are 
timely  places  for  much  recitation  work  in  this  subject.  Assign  a  topic 
now  and  then  to  be  worked  out  in  these  classes.  Read  about  some  sub- 
ject appropriate  to  the  grades  and  the  season. 

Observation  trips  with  the  following  in  view: 

The  condition  of  the  lawn  and  garden  so  as  to  endure  the  hardships 
of  winter  and  to  be  ready  for  the  spring  planting;  the  orchards  and  fruit 
lots,  the  buds,  the  sap;  do  all  trees  shed  their  leaves  at  the  same  time? 

Farm  Animals : 

The  care  and  shelter  of  farm  animals  during  the  winter  months; 
the  bridle  bit  should  be  warmed  on  a  cold  morning  before  put  into  a 
horse's  mouth ;  the  feeding  of  such  animals ;  the  care  of  the  stables, 
poultry  houses  and  cellars.  The  farm  shop  and  the  tool  shed,  name  of 
each  tool  and  its  uses,  and  care  of  these.  The  expectation  of  these  ob- 
servation visits  will  have  a  most  salutary  and  uplifting  effect  on  the 
farms  and  in  the  homes  that  you  visit. 

The  Birds — Those  that  have  migrated;  those  that  will  remain  all 
winter ;  the  feeding  and  housing  of  these  birds  and  does  it  pay. 

Bird  houses — The  manner  of  living  of  winter  residents,  uses  to  the 
farmer,  many  birds  die  of  cold  and  hunger;  how  we  should  care  for 
them.  How  coax  them  to  stay  all  winter  and  make  a  permanent  home 
around  the  home  of  the  boys  and  girls. 


FOR   THE    ELEMENTARY    SCHOOLS    OF    OHIO.  25 

The  frost  and  its  effects — The  frozen  plant,  frozen  fruit,  and  frozen 
water,  how  protect  from  the  frost,  a  strawberry  bed  prepared  for  the 
winter,  fruit  and  vegetables  preserved  in  cellars. 

Continue  weather  observations.  Learn  to  locate  and  recognize  the 
Great  Dipper,  the  North  Star,  the  Pleiades,  Orion.  Note  the  elevation 
of  the  sun  at  noon,  and  if  there  is  a  south  window ;  how  far  the  sunlight 
shines  into  the  room;  the  time  and  place  of  the  rising  of  the  moon  and 
sun  and  something  about  the  phases  of  the  moon. 

Special  study  of  the  cat,  of  the  dog  and  two  or  three  other  farm 
animals;  their  habits,  senses  mental  traits,  food  uses,  domestic  and  wild 
relatives. 

Teach  the  reading  and  uses  of  the  thermometer.  Study  how  the 
house  is  heated,  how  ventilated ;  value  of  sunlight,  uses  of  sunlight, 
power  of  the  direct  vertical  rays  over  indirect  or  slanting  rays ;  all  kinds 
of  fuel. 

Study  of  different  soils  after  the  crops  are  harvested  and  where  the 
ground  is  bare.  Pick  up  stones  that  show  effects  of  weathering.  Stones 
decay.  This  decay ed  sto^c  material  mingled  with  vegetable  matter  forms 
soil.  Compare  with  rusting  of  iron., 

Make  collections  of  such  seeds  as  are  to  be  found;  learn  to  name 
each  when  presented  separately;  let  each  pupil  make  a  collection  for  the 
school  and  fair  exhibits.  Seeds  of  orchard  fruits  and  garden  vegetables 
may  be  arranged  in  exhibits  and  learned  by  sight  by  these  pupils.  Make 
a  seed  tester  and  get  ready  for  the  seed  testing;  let  the  children  take  an 
individual  part  in  all  this  work. 

The  limbs  and  branches  of  the  different  kinds  of  trees — evergreens, 
forest  and  fruit  trees — may  be  seen  and  studied  at  different  times  so 
as  to  note  difference  in  structure  and  buds.  Compare  leaves  of  ever- 
greens with  those  of  the  deciduous  trees. 

Ears  of  different  varieties  of  corn  may  be  brought  to  school  and 
studied ;  size  of  grains  and  their  quality,  size  of  corn  on  good  ears  and 
on  the  improperly  portioned  ones,  varieties  of  corn  in  the  immediate 
neighborhood,  popcorn  and  the  popping  of  it;  the  study  of  stover, 
forage,  meals  and  other  feeds ;  the  care  of  the  corn  cribs ;  the  prevention 
of  rat,  mouse  and  other  destruction  of  the  grains;  the  'shelling  and 
grinding  of  corn. 

The  poultry  yard ;  the  care  of  the  laying  hens ;  gathering  of  the  eggs, 
the  care  and  cleanliness  of  the  hen-house.  Let  the  pupils  construct  the 
buildings  out  of  paper,  showing  nest  and  roosting  places. 

Put  some  seeds  to  soak  now  and  then  and  have  the  pupils  write  and 
tell  orally  what  they  see.  The  value  of  the  proper  care  of  all  seeds 
during  the  winter  can  now  be  well  taught  and  thorough  learned. 

Visits  to  a  market  to  see  and  learn  the  marketing,  the  names  of 
new  objects,  the  buying  and  selling,  the  care  of  fruits,  vegetables,  etc., 
and  preparation  of  these  to  be  bought  and  sold.  The  shipping  of  vege- 


26  A   UNIFORM   COURSE  OF  STUDY  IN   AGRICULTURE. 

tables  not  native  could  be  the  basis  of  a  fine  lesson  in  agricultural  geog- 
raphy. 

Have  experiments  with  the  growing  of  cuttings,  seeds,  bulbs,  etc., 
in  boxes  of  loam  or  sand.  Study  these  and  have  the  observations  writ- 
ten up  and  told  by  the  pupils  from  time  to  time. 

Study  native  wild  animals,  its  habits,  covering,  home,  hibernation, 
etc. ;  have  the  pupils  learn  the  native  wild  animals. 

It  is  not  necessary  to  separate  the  nature  study  and  the  study  of 
physiology  in  these  grades.  The  physiology  and  hygiene  of  the  farm 
animals  can  be  well  taught  in  the  oral  work  in  physiology.  See  Autumn 
Bulletin  and  the  Course  of  Study. 

The  minerals  of  the  neighborhood,  the  soils,  etc.,  are  splendid  sub- 
jects for  nature  study  work  at  this  season  of  the  year. 

General  Suggestions. 

1.  The  trips  in  the  winter  season  should  not  be  as  long  as  at  other 
seasons,  they  may  be  more  specific  so  as  to  take  less  time  if  the  weather 
is  bad. 

2.  The  work  of  the  autumn  should  often  be  recalled  and  reviewed ; 
specimens  should  be  gathered  and  collections  made  that  make  a  good 
exhibit.     These  should  be  preserved  and  shown  at  the  school  displays 
and  at  the  fairs. 

3.  Effects  of  heat  and  cold  should  be  well  taught, — effects  upon 
plants  and  animals. 

4.  Better  farmers  and  farm  life  should  be  a  constant  aim  in  all 
this  teaching.     While  we  teach  clean  fields  and  gardens,  we  also  teach 
clean  bodies  and  minds  in  our  pupils  and  the  result  will  just  as  certainly 
be  reflected  in  the  citizenship  of  the  future. 

5.  The  habit  of  killing  the  wild  animals  and  birds  is  now  as  never 
before  a  fruitful  line  for  thought  and  should  be  counteracted  by  skilful 
teaching  as  fast  as  possible  by  creating  different  ideals  and  teaching  the 
real  uses  of  the  different  birds  and  animals ;  most  of  them  are  very  useful. 

6.  The   helpful   sympathy   and   encouragement   of   the   patrons   in 
this  teaching  is  also  to  be  an  aim ;  that  they  too  may  learn  is  to  be  ex- 
pected   for   they   never   had   the   opportunity   to   study   these   things   in 
school.     So  teachers  of  boys  and  girls   are  also  teachers  of  men  and 
women  both  of  the  present  and  of  the  future. 

"I  will  walk  abroad;  all  grief  shall  be  forgotten  today;  for  the 
air  is  cool  and  still,  and  the  hills  are  high  and  stretch  away  to  heaven; 
•and  the  forest  glades  are  as  quiet  as  a  churchyard;  and  with  the  dew 
I  can  wash  away  the  fever,  from  my  forehead,  and  then  I  shall  be  un- 
Lappy  no  longer." — DeQuincey. 

7.  The  winter  months  are  the  ones  to  use  especially  for  exhibits 
that  public  should  see,  for  it  is  at  this  time  of  the  year  that  people  like 


FOR   THE   ELEMENTARY    SCHOOLS   OF  OHIO.  27 

to  be  entertained ;  exhibits  of  garden  products  that  are  being  kept  over,  of 
soils  and  soil  testing,  of  grains,  fruits,  insects,  seeds  of  all  kinds  and  seed 
testing,  plans  for  the  farm  and  for  the  garden  for  the  next  year,  draw- 
ings, paintings,  articles  sewed,  embroidered,  etc.,  all  make  fine  displays  and 
each  has  its  lessons  for  the  children  and  for  those  who  see.  Contests 
if  conducted  without  friction  are  also  good  drawing  cards  for  a  school 
exhibit.  Let  the  bulletins,  books  on  Agriculture  and  Nature  Study,  and 
the  courses  of  study  be  parts  of  the  exhibit  at  all  times. 

The  materials  for  the  County  and  State  Fair  exhibits  can  easily  be 
taken  from  these  displays  and  preserved  until  the  time  they  are  needed 
to  be  prepared  for  the  fairs  at  the  close  of  school. 

FIRST  DIVISION. 

SPRING    TERM. 

(Grades,  2,  3  and  4.) 

In  addition  to  the  aims  set  forth  on  page  eight  of  the  Autumn  Bulle- 
tin, one  more  aim  needs  to  be  kept  in  view  in  the  spring  work  in  these 
classes,  namely:  The  value  of  proper  preparation  for  the  planting  in 
every  detail — selecting  soils,  preparing  soils,  selecting  seeds,  tools  in 
order,  fences  in  order. 

Investigate  the  results  of  previous  work,  such  as  looking  into  the 
hot  beds  and  cold  frames  and  the  starting  of  Such  if  not  already  done; 
the  examination  of  the  rhubarb  and  strawberry  beds;  the  hyacinths, 
jonquils,  crocuses,  and  tulips  are  very  interesting  study  now  when  the 
children  are  so  anxious  to  see  something  growing;  the  onion  and  lettuce 
beds  should  be  well  along,  especially  the  former  if  there  was  any  fall 
planting;  transplant  wild  flowers  and  plant  seeds ;  the  fall  work  for  the 
extermination  of  weeds  by  destroying  the  old  weed  stalks  and  seeds  by 
burning  will  now  show  its  results  and  the  attention  of  the  pupils  ought 
to  be  called  to  the  value  of  this  kind  of  work. 

Around  the  farm  house  notice  the  condition  of  the  flower  beds,  the 
garden  and  the  fruit  orchards;  complete  the  preparation  of  these  for 
the  Spring  planting  and  for  the  proper  cultivation,  fertilizing,  spraying, 
etc.  Learn  the  names  of  the  different  trees  and  plants  found  on  the 
grounds ;  the  walks  and  roads  around  the  farm  home  and  how  to  make 
them  and  keep  them  in  order.  Examination  of  the  seed  collections  to 
see  if  they  have  kept  well ;  planting  seeds  from  these  collections  to  see 
if  they  will  grow.  Note  how  the  seeds  have  been  preserved  in  different 
homes  and  call  the  attention  of  the  children  to  the  best  methods  of  pre- 
serving grain,  fruits  and  seeds  of  all  kinds. 

Get  a  measurement  of  each  of  the  gardens  represented  in  the  class 
and  use  it  in  the  arithmetic  classes  and  for  the  purpose  of  planning  what 
to  plant  in  them.  Study  the  plants  and  plans  used  the  preceding  year 
or  years  and  teach  the  pupils  how  to  improve  upon  them  as  to  the  beauty 


28  A  UNIFORM  COURSE  OF  STUDY  IN  AGRICULTURE. 

and  utility  of  the  gardens.  Have  the  children  draw  plans  for  the  flower 
and  garden  beds  and  for  the  whole  lawn  and  garden  at  their  homes; 
visit  some  of  these  that  are  well  planned  and  point  out  the  various  use- 
ful and  beautiful  phases  of  each  lawn  and  garden.  Call  attention  to 
trees  and  other  objects  in  the  garden.  Is  it  a  good  thing  to  have  trees 
in  the  garden?  Why,  or  why  not? 

Plant  some  flower  and  garden  seeds  in  egg  shells  and  in  the  seed 
tester;  show  some  seeds  growing  on  wet  cotton  or  under  wet  cloth; 
transplant  the  young  plants,  teaching  the  children  how  to  do  the  work 
so  as  to  be  successful,  using  great  care  to  every  detail  and  that  the 
pupils  grasp  the  idea  of  each  step;  have  the  pupils  do  the  work  and 
use  all  patience  with  them  in  their  every  effort ;  if  any  fail,  have  them  try 
again. 

Visit  some  homes  for  the  purpose  of  observing  the  house  plants; 
it  may  have  been  well  to  have  told  the  pupils  that  such  visits  as  these 
would  be  made  and  then  each  home  would  have  striven  to  have  had  some- 
thing to  show  to  the  classmates  when  the  observation  visit  was  made. 

Continue  weather  observations. 

Study  dew,  rain  and  fogs. 

This  work  can  be  best  studied  by  trips  to  the  woods,  streams,  rail- 
roads and  other  places  of  interest. 

Trips  to  the  woods  to  watch  the  new  buds  open,  to  name  the  trees, 
to  learn  to  know  the  trees  by  their  foliage,  bark  and  general  outlines, 
also  study  the  blossom. 

Other  trips  to  these  woods  to  study  the  birds,  their  habits,  their 
home-making,  their  food  gathering  and  their  real  uses  to  the  garden 
and  farm.  The  names  of  all  the  birds  that  remained  over  winter  should 
have  been  well  learned  and  then  as  the  migratory  birds  come  back  in 
this  season  their  names  should  be  learned  and  the  bird  studied.  Teach 
early  in  the  school  life  of  the  child  the  useful  birds  and  teach  the  special 
uses,  and  then  we  will  all  learn  how  few  of  the  bird  family  there  are  that 
are  not  useful,  for  very  many  that  we  in  the  past  have  called  enemies 
are  in  reality  our  friends  and  help  very  materially  in  the  holding  in  check 
of  the  destructive  insects;  then  back  of  the  songs  you  and  your  pupils 
can  hear  on  your  excursions,  think  of  the  beauty  of  color  and  happy  bird 
life  you  can  see  and  feel. 

The  building  of  bird  houses,  the  collection  of  material  for  the  nests, 
and  how  the  children  can  aid  in  this,  the  actual  huilding  of  the  nests, 
the  eggs,  the  hatching  and  feeding  the  young,  the  rearing  of  the  young 
and  the  flight  from  the  nest.  A  most  important  element  to  be  taught 
is  the  protection  to  be  given  these  bird  friends.  With  the  forests  thin- 
ning out  more  and  more,  the  birds  must  be  encouraged  and  assisted  to 
make  their  homes  with  us. 

The  language  work  is  alive  when  we  use  such  topics  as  birds,  bird 
life,  and  excursions  among  the  birds  as  the  basis  of  our  language  work; 


FOR   THE    ELEMENTARY    SCHOOLS    OF   OHIO.  29 

such  material  is  here  found  and  it  is  a  live  matter  in  one  channel  of 
book  language  work  year  after  year. 

A  trip  to  the  banks  of  a  stream  to  observe  the  flow,  the  drift  and 
sediment  carried,  the  deposits  along  the  banks,  the  effects  of  the  currents 
and  eddies,  the  flow  of  ditches,  springs,  smaller  streams,  etc.,  into  it, 
all  have  a  special  meaning.  If  thoughtfully  planned  as  a  class  affair 
and  as  a  recitation  these  trips  will  dawn  upon  the  pupils  as  lessons  in 
drainage,  on  erosion,  on  fertilizing  the  land  by  deposits  of  the  overflow 
of  streams,  on  the  value  or  harm  of  running  streams,  upon  the  health  of 
the  people  by  carrying  away  the  refuse,  garbage,  etc.,  and,  in  addition  to 
all  these  objects  the  subject  of  commerce  over  the  running  streams  may 
be  elaborated  upon  and  then  lead  the  children  from  that  to  the  study 
of  commerce  upon  the  canals,  lakes  and  oceans. 

A  trip  to  the  railroad  depot  or  to  the  railroad  to  see  the  trains  load 
and  unload  the  express  matter  and  freight,  or  simply  to  watch  the  trains 
pass  and  observe  the  products  the  trains  carry  to  and  from  the  neighbor- 
hood. Also  study  the  other  products  carried  to  the  farmers  and  observe 
the  people  traveling. 

Many  children  and  others,  too,  do  not  know  the  different  plants  — 
both  wild  and  domestic  —  in  their  very  young  state ;  so  a  trip  now  and 
then  to  study  the  young  flowers,  weeds  and  vegetables,  to  know  them 
by  their  earliest  leaf  productions  will  be  worth  while.  Some  of  the  seed 
collected  in  the  autumn  ought  to  be  planted  and  the  growth  watched 
from  day  to  day.  By  this  method  the  pupils  will  recognize  many  of 
them. 

The  results  of  these  trips  can  be  worked  out  in  the  oral  agricultural 
lessons  and  in  the  language  work.  The  collection  of  interesting  objects 
of  study  should  be  a  very  important  part  of  every  trip.  Young  as  these 
pupils  are  they  can  be  taught  some  of  the  diseases  and  the  most  harmful 
insects  that  visit  the  orchards  and  fields.  The  results  of  these  trips  to 
a  language  or  geography  class  will  rejuvenate  the  spirit  of  these  classes 
even  if  the  pupils  do  not  understand  all  the  technical  parts  of  the  subject. 

SOME    BOOKS    FOR    PUPILS    OF    THESE    AND    THE    FOLLOWING    GRADES. 

Farm  Friends  and  Farm  Foes   D.  C.  Heath  &  Co. 

Elements  of  Agriculture    D.  C.  Heath  &  Co. 

Nature  Study   Readers    D.   Appletcm    &   Co. 

Elements  of  Agriculture   D.    Appleton    &   Co. 

Playtime   and    Seedtime    (series) D.    Appleton    &    Co. 

Nature   Study   in  the  Elementary   Schools The   MacMillan   Co. 

Uncle  Henry's  Letters  to  a  Farm  Boy The   MacMillan   Co 

Nature   Study    (A   series) -\merican    Book   Co. 

Birds  through  the  Year American    Book   Co. 

Ten   Common   Trees    American   Book  Co. 

In    the    Year    Round    (series) Ginn  &  Co. 

Friends    and    Helpers Ginn  &  Co. 

Stories  of   Insect   Life    .  .  Ginn  &  Co. 


30  A  UNIFORM   COURSE   OF   STUDY  IN   AGRICULTURE. 

Life  on  the  Farm A.  Flanagan  Co 

Great  American  Industries    A.  Flanagan  Co. 

The    Corn    Lady    A.  Flanagan  Co 

SECOND  DIVISION. 
(Grades  5  and  6.) 

FALL  TERM. 

Sources  of  Information. 

In  this  division  pupils  should  be  taught  the  sources  of  valuable  in- 
formation for  the  student  of  agriculture.  Important  information  can 
be  secured  from  the  following  departments: 

1.  United  States  Department  of  Agriculture,  Washington,  D.  C. 

2.  Ohio  Agricultural   Experiment   Station,   Wooster,   Ohio. 

3.  State  Board  of  Agriculture,  Columbus,  Ohio. 

4.  State  Commissioner -of  Common  Schools,  Columbus,  Ohio. 

5.  The  State  Supervisor  of  Agriculture  in  your  district. 

6.  The  Agricultural  College,  O.  S.  IL,  Columbus  Ohio. 

The  Ohio  Experiment  Station,  The  Agricultural  College,  and  the 
State  Board  of  Agriculture  and  the  department  of  the  State  School  Com- 
missioner send  instructors  and  lecturers  where  the  public  may  require 
their  assistance. 

It  is  the  duty  of  the  teacher  to  encourage  cooperation  between  the 
community  and  these  departments  that  are  prepared  to  give  assistance 
in  agricultural  instruction. 

To  know  how  and  where  to  get  information  is  part  of  an  education. 
The  teacher  can  show  that  agriculture  is  one  of  the  broadest  fields  for 
the  development  of  the  intellectual  powers ;  that  it  is  the  study  of  the 
three  great  kingdoms  of  nature;  the  mineral  kingdom,  the  vegetable 
kingdom  and  the  animal  kingdom. 

Write  for  Bulletin  19,  Division  of  Publications,  U.  S.  Department 
of  Agriculture;  this  is  a  classification  of  all  the  publications  of  this 
department  for  the  use  of  teachers. 

There  is  such  illustrative  material  that  can  be  obtained  free  of  cost 
by  those  who  will  take  the  pains  to  write  for  it ;  teachers  can  also  secure 
from  manufacturers,  many  samples  of  manufactured  products,  for 
school  exhibits,  to  show  what  can  be  made  from  the  raw  materials  of 
the  farm. 

Send  to  the  U.  S.  Department  of  Agriculture  for  alfalfa  cultures 
for  experimental  purposes ;  food  products,  maps,  metric  system  charts ; 
chart  of  the  classification  of  clouds ;  a  territorial  map ;  and  other  similar 
publications  from  the  government. 

7  he  Community. 

This  work  should  begin  with  a  study  of  community  life.  The 
child  should  know  the  people  of  his  community,  and  how  they  live; 


FOR   THE    ELEMENTARY    SCHOOLS    OF   OHIO.  31 

how  the  community  supports  itself,  and  its  relation  to  the  neighboring 
communities ;  how  churches,  schools,  roads,  telephones,  telegraphs  and 
mail  routes  and  many  other  modern  conveniences  come  to  be  here ;  pupils 
should  be  taken  on  trips  to  visit  shops,  mines,  and  factories  where  they 
can  have  an  opportunity  to  see  different  classes  of  the  leading  trades 
of  the  country;  let  them  see  the  working  of  levers,  pulleys,  derricks, 
cranes  and  steam  shovels;  examples  of  water  power, •  steam,  electricity 
and  gas.  Let  them  see  the  traffic  of  the  city  and  the  different  occupa- 
tions represented;  transportation,  commerce  and  manufacturing; 
methods  of  transportation  on  lakes,  rivers  and  canals ;  on  railroads  and 
public  highways. 

Study  the  subject  of  soils;  how  they  were  formed;  the  lay  of  the 
land  and  how  it  is  drained;  what  the  farms  produce  and  why;  road 
building  methods ;  tools  and  materials  used  in  construction ;  costs  and 
benefits  to  be  derived.  Teach  the  important  facts  pertaining  to  the 
community. 

Let  the  children  go  on  excursions  from  the  city  to  the  country; 
let  them  come  in  touch  with  rural  life;  let  them  see  some  model  farms 
with  their  well  kept  and  well  arranged  buildings;  the  barns  filled  with 
.grain,  feed  and  well  kept  stock. 

These  trips  may  be  us.ed  to  furnish  material  for  composition  and 
language  work. 

Plants : 

Continue  garden  work  started  in  spring;  care  of  strawberry  beds 
and  plants,  raspberries  and  other  plants  in  winter;  tree  planting  in  the 
fall;  study  contrast  between  evergreen  and  deciduous  trees;  plant  nuts, 
peach  seeds,  acorns,  and  other  seeds  that  come  up  the  following  spring. 

Study  the  coloration  and  fall  of  autumn  leaves ;  study  changes  as 
they  take  place  in  the  oak,  maple  and  a  few  other  trees;  make  collec- 
tions of  leaves,  of  the  walnut,  elm,  oak,  willow,  basswood,  apple,  thistle, 
-clover,  timothy,  and  other  familiar  leaves;  arrange  collections  artistically 
on  cardboard,  in  herbariums,  or  in  some  manner  suitable  for  displays 
at  township  or  coimty  exhibits ;  leaves  can  be  assembled  in  groups  from 
their  resemblance  in  venation,  in  base,  in  apex,  in  margin.  Learn  to 
recognize  the  leaves  of  each  kind  of  tree  represented  in  your^  collection. 

Make  a  collection  of  different  varieties  of  wood  found  in  your  part 
of  the  state;  cut  into  sections  or  blocks  of  uniform  size  and  length; 
show  effects  on  the  grained  surface  by  cutting  blocks  lengthwise  and  at 
different  angles ;  quartersawed ;  effects  of  planed  and  polished  surfaces ; 
modes  of  finishing  woods. 

Learn  to  recognize  and  name  the  different  kinds  of  wood  from  the 
characteristics  of  the  bark ;  the  sawed  surfaces ;  the  rough ;  the  polished 
sides. 

Study  the  formation  of  grain;  the  texture  and  arrangement  of 
cells ;  the  rings  of  annual  growth. 


32  A   UNIFORM   COURSE  OF  STUDY  IN   AGRICULTURE. 

Study  commercial  uses  and  values  of  each;  make  a  list  of  different 
kinds  of  woods  and  explain  how  used  in  construction  of  dwellings. 

Study  the  woodman's  life,  forest  and  game  preserves;  conservation 
of  our  forests;  natural  resources;  coal;  waterpowers;  water  rights; 
iron;  lead;  copper;  mines. 

Make  a  drawing  of  a  corn  plant  which  has  been  carefully  taken 
up  by  the  roots.  Cut  across  a  piece  of  stalk;  cut  it  lengthwise  and 
examine  structure ;  examine  threads,  air  ducts,  and  outer  part  of  stalk ; 
note  arrangement  of  leaves ;  circulation  of  sap ;  observe  position  of 
roots;  study  effects  of  cultivation,  examine  tassel;  stamens;  pollen;, 
pistils. 

Remove  husks  carefully  from  ear  of  corn ;  examine  silk ;  fertiliza- 
tion ;  make  collection  of  different  types ;  study  history ;  statistics ;  make 
collection  of  ten  good  ears;  study  uniformity;  shape;  weight;  study 
kernel;  draw  diagram;  structure  composition;  locate  color,  starch, 
gluten,  hull,  germ,  tip  and  crown;  observe  number  of  rows,  sides  of 
kernel,  embryo;  study  feeding  value,  and  commercial  value;  manu- 
factured articles. 

Make  a  collection  of  apples  from  your  neighborhood;  study  color, 
flavor  texture;  market  value,  adaptibility,  keeping  quality;  cut  cross- 
wise and  lengthwise  and  make  drawings;  observe  star  shaped  arrange- 
ment of  seeds;  name  parts;  name  parts  of  flower  and  show  what  part 
remains  on  an  apple;  study  other  fruits  in  same  manner;  preservation, 
preserves,  uses,  manufactured  products. 

Animals: 

Make  a  list  of  the  animals  of  the  farm,  forest,  stream  in  your 
neighborhood;  this  will  include  mammals,  birds,  reptiles,  fishes,  frogs, 
insects;  and  other  animal  forms;  explain  difference  in  life;  study  ben- 
eficial and  injurious  forms;  when  possible  make  collections;  make  list 
of  most  useful  and  most  injurious  animals;  make  a  comparison  of  the 
respective  values  of  horses,  cows,  hogs,  sheep,  cattle,  and  poultry ;  make 
a  list  of  the  manufacturing  industries  dependent  upon  these  products  of 
the  farm. 

Make  a  comparative  study  of  the  acorn  and  the  egg;  of  the  life 
of  a  tree  and  a  bird ;  of  the  life  of  a  frog  and  a  fish ;  of  a  bee  and  a 
butterfly.  Identify  fish  of  the  neighboring  streams;  those  on  the  mar- 
ket. Study  methods  of  catching,  fish  culture;  learn  the  classifiaction  of 
i  few  such  animals  as  the  snail;  tortoise;  clam;  eel. 

Study  migration  of  birds.  (See  course  of  study.)  Study  care  and 
protection  of  birds  that  stay  with  us  over  winter.  Study  birds  as  seed 
and  worm  destroyers,  classify  the  birds  as  birds  of  prey ;  songsters ; 
waders ;  climbers ;  game  birds ;  domesticated  fowls. 

The  Ohio  Experiment  Station  has  prepared  a  bulletin  on  Ohio  birds. 
ft  has  been  prepared  expressly  for  the  use  of  Ohio  teachers,  and  will 


FOR    THE    ELEMENTARY    SCHOOLS    OF   OHIO.  33 

be  mailed  to  you  by  Sept.  i,  if  you  will  send  your  address  to  the  station 
at  Wooster,  O. 

Write  to  the  National  Association  of  Audubon  Societies,  141.. 
Broadway,  N.  Y.,  and  ask  for  samples  of  leaflets,  and  directions  for 
organizing  a  Junior  Audubon  Class  for  bird  study.  Send  for  Special 
Leaflet  No.  22. 

Have  a  lesson  on  the  grasshopper.  Make  a  collection  of  grasshop- 
pers; name  different  parts  of  organs;  legs,  head,  tail  wings,  feeders; 
count  the  legs  as  they  are  o.n  the  thorax  or  abdomen :  Note  their  arrange- 
ment ;  observe  shape  and  difference  in  size ;  shanks  of  hind  legs ;  ex- 
amine the  antennae.  Where  is  the  grasshopper's  backbone?  Observe 
differenc  betwen  vertebrates  and  invertibrates. 

Make  a  similar  study  of  the  honey-bee ;  the  cricket ;  house-fly  and 
other  insects.  Study  manner  in  which  insects  produce  sounds. 

Drawing.     Study  colors  and  drawing. 

Without  drawing  and  coloring,  our  study  of  flowers,  birds  and  in- 
sects will  fall  very  far  short  of  serving  its  highest  purpose ;  observa- 
tion, imagination,  and  creative  power  must  go  together.  The  Audubon 
Leaflets  with  outlines  for  suggestions  and  colorings  can  be  of  great 
assistance. 

Minerals  and  Soils: — (See  course  of  study.) 

Make  collections :  pebbles,  rocks,  minerals,  fossils,  arrow  heads  and 
other  relics  of  America's  early  inhabitants.  Observe  evidence  of  glacial 
period;  evidences  of  lake  beds;  study  bottom  lands  and  source  of 
alluvial  deposits ;  difference  between  soil  on  high  and  low  grounds ; 
identify  rocks  and  soids;  study  origin  of  gravel,  sand,  silt,  clay,  loam, 
muck,  effects  of  atmospheric  agents  and  elements  on  wearing  away  of 
hill  sides ;  courses  of  streams ;  disintegration  of  rocks. 
Farm  Lands: 

Let  pupils  use  sand  to  show  topography  of  immediate  locality;  draw 
map  of  a  well  drained  farm  and  illustrate  elevations,  depressions  with 
relief  worked  out  in  sand;  show  water  courses;  arrangement  of  fields. 
Show  location  of  buildings,  orchards,  wells,  woodlands,  pasture  lands, 
crops  and  other  important  features  of  farm  management. 

Study  preparation  of  lawns;  arrangement  of  trees,  shrubs,  vines, 
flower  beds;  seeding,  rolling,  watering,  fertilizing,  weeding,  study  plans 
for  beautifying  home  grounds  and  dwellings;  study  advantages  of  order, 
arrangement,  system,  cleanliness  and  sanitary  conditions  in  all  the  build- 
ings and  their  equipments  and  environments. 

WINTER   TERM. 

Follow  the  directions  in  the  tentative  course  of  study. 
The  teacher  can  give  agricultural  instruction  every  hour  of  the  dk.> 
by  correlating  it  with  every  branch  taught  in  the  common  schools. 


34  A  UNIFORM   COURSE  OF  STUDY   IN   AGRICULTURE. 

Composition  and  Language: 

Obtain  colored  pictures  of  famous  paintings;  there  should  be  pic- 
tures of  animals,  rural  scenes,  and  landscapes  hanging  on  the  walls  of 
the  school  room.  The  pupils  should  be  required  to  talk  and  write  of 
their  trips  to  the  rivers,  woods,  fields,  barns,  factories  and  cities. 

Reading : 

Select  lessons  in  reading  adapted  to  the  season  and  to  the  subject 
to  be  studied ;  read  from  books  on  nature ;  text  books  on  agriculture. 
When  studying  birds  read  from  the  best  selections  on  birds  by  the  best 
prose  and  poetical  writers;  (see  list  of  selections  and  books).  Make 
reading  the  exponent  and  vehicle  of  good  things. 

History : 

Study  causes  for  the  agricultural  and  industrial  development  of  the 
U.  S.  Study  the  progress  made  in  labor  saving  machinery  and  its  influ- 
ences on  different  parts  of  the  country;  study  the  history  of  corn  and 
other  products ;  learn  something  of  the  life  of  Luther  Burbank,  Thomas 
A.  Edison,  and  other  men  of  science ;  rather  than  warriors. 

Physiology  and  Hygiene: 

Make  a  comparative  study  of  the  structure  of  the  physical  organism 
of  man  and  some  of  the  lower  animals ;  send  for  the  "Farm,  stock  and 
Family  Chart,"  by  the  Orange  Judd  Company,  New  York.  Send  to  The 
U.  S.  Dept.  of  Agriculture  and  get  the  Food  Products  Maps ;  these  will 
faciliate  the  teaching  of  composition  of  food  materials ;  study  hygienic 
laws  in  construction  of  farm  buildings;  care  of  animals;  study  sanita- 
tion with  reference  to  water  supply. 

Geography : 

Study  the  map  and  learn  the  location  of  the  region  producing  each 
of  our  leading  agricultural  products;  study  the  states  that  lead  in  the 
production  of  each;  explain  causes  for  difference  in  products;  construct 
relief  maps  and  product  maps ;.  arrange  a  corn  map,  a  map  showing  loca- 
tion of  other  staple  products  and  also  an  animal  map ;  send  to  Wash- 
ington to  the  department  of  agriculture  and  ask  for  Crop  Reports  pub- 
lished by  the  Secretary  of  Agriculture  which  will  show  distribution  of 
products  and  give  valuable  statistics;  this  will  furnish  such  supple- 
mentary work  correlated  with  Geography. 

Arithmetic: 

Give  supplementary  problems  with  the  lesson  in  arithmetic;  have 
practical  agricultural  problems ;  they  should  combine  the  facts  of  agri- 
culture with  mathematical  training;  feeding  problems;  balanced  rations; 
nutritive  ratio;  mixing  of  fertilizers;  mixing  sprays;  construction  of 
buildings;  silos;  cribs;  granaries;  tile  drains;  fences;  road  building; 
ditching;  problems  in  seeding;  planting  and  harvesting  of  wheat,  corn 
and  other  crops ;  marketing ;  egg  production ;  trade  problems  ;  make  all 


FOR    THE   ELEMENTARY    SCHOOLS    OF   OHIO.  35 

problems  practical  and  applicable  to  the  every  day  transactions  of  the 
community  by  consulting  the  daily  market  reports. 

Plants: 

Study  a  tree  and  name  different  parts;  functions  of  parts;  plant 
foods;  sources  of  nourishment;  study  relations  of  air  and  leaves;  roots 
and  soils.  Learn  to  recognize  some  of  the  common  trees  of  the  forest; 
name  the  best  kinds  of  firewood;  some  of  the  best  commercial  woods; 
study  treatment  for  lengthening  the  durability  of  buildings,  post,  ties, 
paving  blocks,  shingles. 

Review  study  of  your  flower  and  weed  specimens  in  your  herba- 
riums; Distinguish  underground  stems,  bulbs,  and  tubers  from  roots; 
collect  exhibits  of  each. 

Study  plans  for  the  home  garden ;  for  experimental  plots ;  make 
collections  of  flower  and  vegetable  seeds ;  prepare  seed  testers ;  con- 
struct cold  frames,  hot  beds  and  study  methods  of  propagating  plants. 

Send  to  some  good  seed  house  for  catalogue;  make  selections  for 
spring  seeding;  toward  spring  test  the  germinating  power  of  seeds. 

Send  to  the  Ohio  Experiment  Station  for  the  following  bulletins : 
The  spray  bulletin;  The  Ohio  Weed  Manual \  Ohio.  Plant  Diseases. 

Discuss  plans  whereby  a  boy  could  produce  the  greatest  income 
from  an  acre  of  ground;  a  farmer  on  ten  acres;  on  twenty  acres;  on 
forty  acres ;  on  eighty  acres. 

Have  corn  judging  contests;  organize  for  a  corn  growing  contest; 
form  boys'  and  girls'  agricultural  clubs..  Hold  agricultural  exhibits. 
\Yrile  to  your  supervisor  of  agriculture  for  infomation  and  plans. 

ANIMALS: 

Observe  how  the  chipmunk,  woodmouse,  woodchuck,  and  muskrat 
prepare  for  winter;  how  they  live;  animals  that  hibernate;  make  an 
investigation  of  what  becomes  of  certain  insects  and  snakes  in  winter. 

Household  Pests: 

Study  methods  for  the  destruction  of  mice,  rats,  flys,  mosquitos, 
moths  and  other  vermin;  send  to  the  U.  S.  Dept.  of  Agriculture  for  the 
following  bulletins:  (Farmer's  Bulletins.) 

155.     How  insects  affect  health  in  rural  districts. 

459.     House  Flies. 

369.     How  to  Destroy  Rats. 

383.     How  to  Destroy  English   Sparrows. 

Send'to  the  bureau  of  entomology  circulars,  U.  S.  Dept.  of  Ag.  for 
circulars : 

34— House  Ants;  36— The  true  Clothes  Moths;  47— The  Bedbug; 
48 — The  house  Centipede;  51 — Cockroaches;  71 — House  Flies;  108 — 
House  Fleas. 

Send  for  circular  76 — List  of  Publications  of  the  Bureau  of  Entom- 
ology. 


36  A   UNIFORM   COURSE  OF  STUDY  IN  AGRICULTURE. 

Name  the  fur-bearing  animals  of  your  locality;  explain  causes  for 
difference  in  values  of  winter  and  summer  furs;  name  some  animals 
that  yield  most  valuable  furs;  effects  of  cold  weather  on  the  hair  of 
domestic  animals ;  observe  effects  of  blanketing  horses ;  note  the  change 
of  colors  between  summer  and  winter  in  fur-bearing  animals. 

Observe  difference  in  quantity  of  feed  required  between  summer 
and  winter ;  explain  causes ;  explain  balanced  rations ;  why  hens  fed 
on  corn  alone  may  be  fat,  but  not  produce  many  eggs;  observe  dif- 
ference in  feeding  beef  and  dairy  cattle.  Will  a  feed  that  produces  fat 
be  the  same  as  that  that  is  a  good  producer  of  milk? 

Study  the  products  of  milk  and  beef;  name  the  uses  of  hides, 
leather,  bones,  tallow,  fat,  hoof,  hair,  and  other  parts  of  slaughtered 
animals;  what  great  industries  are  dependent  upon  the  production  of 
cattle,  sheep,  hogs  and  poultry? 

Observe  difference  between  herbivorous  and  carnivorous  animals; 
name  some  that  live  on  both  flesh  and  vegetables;  study  the  dog  and 
his  relatives ;  the  cat  and  his  relatives ;  name  some  animals  that  live 
in  water  and  some  that  live  both  on  land  and  in  water;  can  we  always 
distinguish  clearly  between  plants  and  animals?  Between  organic  and 
inorganic  bodies? 

Make  observations  and  collections  to  show  how  closely  the  three 
great  kingdoms  of  nature  are  merged  into  one  another ;  that  we  can 
scarcely  draw  the  lines  of  demarkation. 

MINERALS'. 

Secure  specimens  of  iron  ore,  different  kinds  of  coal,  limestone, 
sandstone,  shale,  marble  and  granite ;  explain  how  coal  is  formed  from 
vegetable  matter;  limestone  from  shells;  sandstone  by  nature's  process 
of  cementing  together  grains  of  sand;  how  shale  is  formed  from  mud; 
uses  of  limestone,  sandstone  and  granite  for  building  purposes;  stones 
used  for  road  building;  how  lime  is  obtained  from  limestone. 

Have  a  specimen  of  a  well  weathered  rock;  study  how  clay  is 
formed ;  sand ;  pebbles ;  explain  how  the  different  agencies  have  trans- 
formed the  rocks  into  different  types  of  soil. 

Study  soil  water ;  make  experiments  to  demonstrate  permeability 
and  capillarity  of  soils;  show  the  ascent- of  water  in  dry  soils  by  use  of 
glass  tubes  or  lamp  chimneys ;  make  experiments  to  illustrate  the  pro- 
cess of  osmosis ;  show  effects  of  working  clay  soil  when  wet ;  show 
effects  of  a  mulch  to  retain  moisture ;  explain  irrigation ;  test  soils  for 
acidity;  show  effects  of  freezing,  lining  and  humus  on  a  clay  soil. 

FARM    MANAGEMENT: 
Water— 

Study  different  sources  for  securing  water ;  artesian  wells ;  open 
wells;  waterworks;  filtered  water;  sterilized  water;  difference  between 
soft  and  hard  water;  difference  in  the  city  and  farm  method  of  getting 


FOR    THE    ELEMENTARY    SCHOOLS    OF    OHIO.  37 

water:  study  types  of  pumps  and  windmills;  reservoirs,  tanks  and  cis- 
terns; methods  of  heating  or  cooling  for  house  use  or  for  stock;  study 
how  water  may  become  contaminated  and  contain  disease  germs  such  as 
typhoid ;  explain  danger  in  using  cups  found  at  public  drinking  places ; 
study  new  sanitary  methods  for  drinking  places. 

Lighting  and  Heating : 

Study  systems  of  heating;  the  fan,  steam,  hot  water,  and  gas  sys- 
tems ;  wood  stoves  and  coal  stoves ;  the  fire  place ;  study  chimney  con- 
struction ;  protection  from  fire ;  study  combustion ;  effects  of  oxygen ; 
observe  movements  of  cold  and  warm  air;  explain  principles  of  ventila- 
tion ;  study  principles  of  the  kerosene  lamp ;  of  electric  lights ;  gas 
lights;  send  to  the  Standard  Oil  Company  for  samples  of  the  products 
of  oil;  study  nature,  use  and  dangers  of  gasoline,  acetyline,  benzine, 
electricity. 

Tools  and  Farm  Mechanics: 

Send  to  the  Wooster  Station  for  a  bulletin  No.  227,  Farm  Equip- 
ment; make  a  list  of  the  tools  needed  on  a  farm  of  80  acres;  study 
cost  as  given  in  above  named  bulletin ;  study  losses  caused  for  want  of 
care;  name  the  tools  that  belong  to  a  carpenter's  outfit;  name  some 
tools  every  boy  and  girl  should  learn  to  use;  study  care  of  tools;  pre- 
venting rust;  name  tools  of  a  blacksmith  shop. 

Study  principles  involved  in  the  construction  and  operation  of  farm 
machinery ;  mower,  reaper,  fanning  mill ;  separator,  cream  separator, 
milk  tester,  pumps,  wind  mills,  engine,  electrical  apparatus,  water  power, 
spraying  machinery,  seed  drills,  and  other  important  and  complex  ma- 
chines of  the  farm. 

Schools  should  have  courses  in  manual  training ;  domestic  science ; 
there  should  be  baking  contests,  sewing  contests ;  instruction  in  a  house- 
hold economy ;  learn  to  construct  handy  household  articles ;  ironing 
boards,  broom  holders,  shelves,  cases,  boxes,  and  other  useful  articles. 

And  last  and  above  all  things  else,  let  the  boy  have  his  pocket  knife 
for, 

"In  the  education  of  the  lad, 
No  little  part  that  implement  hath  had, 
His  pocket  knife  to  the  young  whittler  brings 
A  growing  knowledge  of  material  things. 

Projectiles,  music,  and  the  sculptor's  art, 

His  chestnut  whistle  and  his  shingle  dart, 

His  elder  pop-gun  with  its  hickory  rod, 

Its  sharp  explosion"  and  rebounding  wad, 

His  corn-stalk  fiddle,  and  the  deeper  tone 

That  murmurs  from  his  pumpkin-stalk  trombone, 

Conspire  to  teach  the  boy.     To  these  succeed 

His  bow,  his  arrow  of  a  feathered  reed, 

His  windmill,  raised  the  passing  breeze  to  win, 

His  water  wheel  that  1  vrns  upon  a  pin, — 


38  A  UNIFORM   COURSE  OF  STUDY  IN  AGRICULTURE. 

Or  if  his  father  lives  upon  the  shore, 
You'll  see  his  ship,  "beam  ends  upon  the  floor," 
Full  rigged,  with  raking  masts  and  timbers  staunch 
And  waiting  near  the  washtub  for  a  launch." 

Help  the  boy  to  construct  these  contrivances.  Let  him  observe  and 
do  things.  Read  poems  and  prose  selections  that  show  great  powers  of 
observation,  such  as  "The  Barefoot  Boy,"  and  "The  Brook." 

Rural  Economics: 

Study  the  relation  between  location  and  value  of  farms;  between 
fertility  and  value;  between  fruit,  grain  and  stock  farms;  points  that 
determine  the  value  of  land ;  why  some  farms  are  neglected  or  deserted ; 
study  the  laws  of  supply  and  demand;  location  of  the  best  markets; 
cost  of  production,  transportation  and  marketing;  study  crop  reports; 
study  the  shortage  of  crops  and  find  the  probable  demand  and  produce 
accordingly. 

Study  the  ten  great  virtues  in  crop  production  and  farming: 

1.  Thorough  drainage. 

2.  Soil  fertility. 

3.  Early  Plowing. 

4.  Thorough  preparation. 

5.  Tested  Seed. 

6.  Scientific  Cultivation.. 

7.  Clean  crops. 

8.  Timely  harvesting. 

9.  Highest  prices. 

10.     Judicious  investments. 

Discuss : 

Methods  by  which  our  mails  are  carried;  distribution;  different 
kinds  of  roads;  effects  of  good  and  bad  roads;  on  our  mail  delivery, 
business;  schools,  health,  transportation  and  civilization. 

How  the  school  can  be  made  the  social  center  of  the  community; 
reviving  the  spirit  of  the  old  spelling  school ;  the  debating  society ;  the 
literary  club;  make  the  school  the  home  of  the  domestic  science  con- 
test; the  agricultural  exhibit;  the  lecture  course;  the  public  forum; 
a  place  for  paintings,  sculpture,  music,  books,  flowers,  and  happy  chil- 
dren. 

PLANTS: 

Begin  study  of  flowers  with  their  earliest  appearance  in  the  spring; 
eachhh  pupil  should  be  provided  with  hand  lens  and  herbariums ;  make 
collections  of  flowers  and  plants;  press  and  place  in  herbarium;  make 
drawings  and  write  descriptions. 

Study  seeds,  roots,  stems,  buds,  leaves,  flowers,  fruits,  and  functions 
of  each. 


FOR    THE    ELEMENTARY    SCHOOLS    OF   OHIO.  39 

Study  economic  importance  of  seeds;  as  a  source  of  food;  list  of 
foods  from  seeds ;  why  food  is  stored  in  seed ;  compare  plant  food  with 
animal  food;  food  substances  contained  in  seeds-sugars,  starches,  oils 
and  proteins;  name  articles  manufactured  from  the  kernel  of  corn; 
from  other  grains;  how  does  the  ox  prepare  the  food  for  us?  The 
cow?  Make  a  microscopic  examination  of  a  seed  and  name  parts;  by 
what  agencies  does  nature  disperse  seeds  ?  Make  collections  of  seeds  and 
arrange  in  small  glass  vials. 

What  forces  are  necessary  for  the  germination  of  plants?  Name 
some  seeds  that  germinate  first  in  spring;  those  that  require  the  great- 
est amount  before  germination ;  conduct  experiments  to  demonstrate 
effects  of  different  degrees  of  light,  heat  and  moisture  on  germination 
and  growth  of  seeds;  construct  seed  testers;  place  seeds  in  glass  jars 
against  the  sides  so  they  can  be  seen  after  being  covered  with  oil;  watch 
germination  and  growth;  watch  the  development  of  the  organs  of  vege- 
tation; roots,  stems  and  leaves. 

Roots  —  Watch  the  formation  of  roots,  root  hairs ;  the  root  cap ; 
note  growth  of  stem  and  root  in  opposite  directions;  study  anatomy  of 
root  and  name  parts;  kinds  of  roots;  compare  roots  of  oak,  corn  and 
turnip ;  examine  roots  of  air  plants  and  parasitic  plants ;  examine  change 
of  root  of  biennial  plant  the  second  year;  why  is  it  dry  and  tasteless? 

What  difference  do  we  find  between  the  growth  of  a  sweet  potato 
and  an  Irish  potato?  Which  of  these  is  a  root?  Which  is  a  part  of  the 
stem  ?  What  is  a  tuber  ?  What  difference  is  there  in  their  propagation  ? 

Study  difference  between  stems  and  roots  of  plants. 

Stems : 

Examine  stems  of  potato,  onion,  radish,  'calamus,  timothy,  cane, 
mullein,  maple;  what  are  the  functions  of  the  stem?  Make  a  list  of 
stems  of  familiar  plants;  study  difference  between  a  corn  stalk  and 
trunk  of  an  oak;  observe  that  one  grows  from  the  inside  and  the  other 
from  the  outside;  observe  difference  between  herbaceous  and  woody 
stems;  difference  between  twig  and  trunk  of  an  oak;  study  difference 
in  stems  that  stand  upright,  those  that  twine,  and  those  that  trail  upon 
the  ground.  Explain  as  to  direction  of  growth  of  grape,  ivy,  straw- 
berry and  raspberry. 

Make  a  list  of  stems  used  for  food;  for  building  purposes;  from 
which  we  get  products  such  as  turpentine,  syrup,  sugar,  molasses.  Study 
trees  that  have  valuable  bark,  roots,  fruit  and  leaves.  Compare  the 
variety  of  economic  products  from  the  different  parts  of  plants  and  de- 
cide which  part  is  most  valuable.  Explain  causes  of  knots. 

Buds : 

Compare  a  lily  bud  with  the  bud  of  an  oak.  Observe  the  several 
modes  of  arrangement  of  buds  as  they  appear  on  stems;  terminal  and 
auxiliary.  Observe  nodes  and  internodes ;  leaf  scars ;  arrangement  arid 


40  A  UNIFORM   COURSE  OF  STUDY  IN  AGRICULTURE. 

use  of  scales.  Notice  difference  in  branching  of  elm,  oak,  beech,  pine, 
fir.  Why  is  this  difference?  How  does  it  affect  the  beauties  of  the 
winter  woods? 

Cut  buds  transversely  and  longitudinally  and  examine  closely.  Ex- 
amine the  folded  leaves  and  position  of  flower  cluster. 

Leaves : 

Examine  a  young  healthy  leaf ;  name  parts ;  uses  of  each ;  relation 
between  shape  and  arrangement ;  external  characteristics ;  internal 
structure;  transpiration;  respiration;  the  fall  of  the  leaf. 

Flowers : 

Inflorescence;  kinds;  essential  organs;  stamens;  pistil;  pollina- 
tion; the  ovary;  make  a  horizontal  diagram  of  the  whole  flower;  make 
a  vertical  diagram ;  point  out  the  sepals  and  petals ;  all  important  organs ; 
fertilization ;  modes ;  hybrids. 

Fruits : 

What  is  fruit?  Is  a  watermelon  fruit?  Use  of  fruit  to  the  plant; 
name  parts  of  an  apple;  examine  stone  fruit;  explain  difference  be- 
tween drupe  and  berry;  explain  difference  between  grains  and  legumes. 

Name  the  ten  chief  elements  of  plant  food;  which  of  these  are 
least  abundant  that  usually  have  to  be  supplied  to  our  soil?  When 
a  plant  is  burned  what  elements  escape  in  the  form  of  gas,  as  smoke  and 
watery  vapor?  What  remains  in  the  ashes  after  combustion? 

Study  difference  in  varieties  of  plants;  differences  in  same  variety; 
study  causes ;  how  do  we  improve  plants  ?  Why  should  we  study  heredi- 
ty and  environment  when  selecting  seeds  and  plants  for  propagation? 
Can  we  make  a  good  selection  of  seed  without  seeing  the  whole  plant? 

Send  to  the  national  department  of  agriculture  and  ask  for  the  fol- 
lowing bulletins:  Farmer's  Bulletin,  No.  157.  Propagation  of  Plants. 
Study  different  methods;  spores,  seeds  layering,  tubers,  buds,  grafts. 
Note  the  periods  of  growth  and  reproduction ;  study  duration  —  annuals,, 
biennials  and  perennials. 

Make  drawings  of  trees  before  leaves  appear  in  spring. 

"I  see  yonder  leafless  trees  against  the  sky, 
How  they  diffuse  themselves  into  the  air, 
And,  ever  subdividing,  separate, 
Limbs  into  branches,  branches  into  twigs, 
As  if  they  loved  the  element,  and  hasted 
To  dissipate  their  being  into  it."     EMERSON. 

Note  effect  of  light  on  color  of  plants ;  difference  in  color  of  apples 
on  the  upper  limbs  receiving  most  sunlight  and  those  growing  on  the 
lower  limbs  where  there  is  too  much  shade;  notice  the  blanching  of 
celery  and  the  shadded  leaves  of  cabbage;  place  a  plant  in  a  dark  room 
and  notice  how  the  color  will  change;  how  if  there  is  a  window  it  will 
grow  toward  the  light.  Why  do  trees  grow  taller  in  the  thick  forest  than* 


FOR    THE    ELEMENTARY    SCHOOLS    OF    OHIO.  41 

in  an  open  space  or  field?  How  does  this  effect  the  value  of  timber? 
How  should  we  prune  fruit  trees?  Why  do  we  mulch  orchards?  Study 
different  kinds  of  mulch ;  study  effects  of  deep  cultivation.  Should  we 
hill  up  corn  or  potatoes  ? 

Send  to  Washington  for  the  following  Farmer's  Bulletins : 

218.     The  School  Garden. 

409.     School  Lessons  on  Corn. 

423.     Forest  Nurseries  for  Schools. 

428.     Testing  Farm  Seeds  in  the  Home  and  in  the  Rural  School. 

468.     Forestry  in   Nature  Study. 

A  nimals : 

Study  the  principles  of  incubation;  care  of  chicks;  care  of  young 
farm  animals,  such  as  colts,  calves,  pigs.  Read  Bulletins  and  study  dis- 
eases of  young  stock ;  watch  for  the  migratory  movement  of  birds ;  date 
of  appearance;  prepare  attractions  for  the  birds  near  the  home,  com- 
pare damages  done  with  benefits  derived  from  the  presence  of  sparrows, 
black  birds,  crows,  owls,  hawks,  swallow,  wren,  bluebird  and  brown 
thrush. 

Soils: — Find  sample?  of  as  many  kinds  of  soil  as  possible;  sand 
sandy  loam,  clay,  clay  loam,  silt,  silt  loam,  soil  and  subsoil;  plant  seeds 
in  each  kind  and  note  results ;  study  effect  of  water  on  each  kind  of 
soil;  note  color  of  soils,  where  is  there  more  of  the  organic  matter  or 
humus,  in  the  soil  or  in  the  subsoil?  How  does  a  farmer  increase  the 
amount  of  humus  in  the  soil?  On  what  kind  of  land  do  the  following 
crope  grow  best;  apples,  peaches,  potatoes,  alfalfa,  timothy,  wheat,. corn, 
oats,  onions  and  celery? 

,,  .  BOOKS. 

Nature : 

1.  In  American  Fields  and  Forests.     W.  E.  Kershner,   (O.  T.  R. 
C.  Columbus,  Ohio.) 

2.  The  Outlook  to   Nature.  —  Bailey.     The  Macmillan  Co.,  New 
York. 

3.  Farm  Friends  and  Farm  Foes.  —  Reed.     D.  C.  Heath  &  Co., 
Boston. 

4.  Butterfly  and  Moth  Book.  —  Miller.     Charles  Scribner's  Sons, 
New  York. 

5.  The  Fall  of  the  Year.  —  Sharp.      Houghton,    Mifnin    &    Co., 
Chicago. 

6.  Birds  and  Bees.  —  John  Burroughs.     Houghton,  Miffiin  &  Co., 
Chicago. 

7.  Walden.  —  Thoreau. 

Scientific. 

I.  Practical  Course  in  Botany.  —  Andrews.  American  Book  Co., 
Chicago. 


4  A  UNIFORM   COURSE  OF  STUDY  IN   AGRICULTURE. 

2.  Elements  of  Agriculture.  —  Warren.     Orange  Judd   Co.,   New 
York. 

3.  First  Principles"  of  Soil  Fertility.  —  Vivian.     Orange  Judd  Co., 
New  \  ork. 

4.  One  Hundred  Lessons  in  Agriculture. —  Nolan.     Row,  Peterson 
&  Co.,  Chicago. 

5.  Agriculture  in  the  Public  Schools  by  March   Bros.,   Pub.  Co., 
Lebanon. 

Have  the  pupils  read  some  of  the  following  selections  in  connection 
with  subjects  mentioned : 

Birds  i 

To  a  Waterfowl Bryant. 

The  Winged  Worshippers  —  Charles  Sprague. 

The  Bobolink. 

To  a  Skylark  —  Shelly. 

The  Sandpiper  —  Celia  Thaxter.     . 

The  Skylark  —  James  Hogg. 

The  Wounded  Curlew Celia  Thaxter. 

The  Birds  of  Killingworth  —  Longfellow. 
The  Singing  Lesson  —  Jean  Ingelow. 
Robin  Redbreast  —  William  Arlingham. 
The  Winter-king  —  Selected. 

Flowers : 

Daffodils  —  Wordsworth. 
The  Bluebell  —  Selected. 
The  Flower  —  Tennyson. 

Trees : 

A  forest  Hymn  —  Bryant. 

The  Planting  of  the  Af>ple  Tree  —  Longfellow. 

Woodman  Spare  that  Tree  —  Morris. 

Woods  in  Winter  —  Longfellow. 

How  the  Leaves  Came  Down  —  Susan  Coolidge. 

Nature : 

The  Brook  —  Tennyson. 

Break,  Break,  Break  —  Tennyson. 

The  Wanderer  —  Eugene  Field. 

The  Ocean  —  Byron. 

The  Chambered  Nautilus  —  Holmes. 

Thanatopsis  —  Bryant. 

The  Stranger  on  the  Sill  —  Thomas  Buchanan  Read. 

The  Cloud  —  Shelley. 

Darkness  —  Bryon. 


FOR    THE   ELEMENTARY    SCHOOLS    OF   OHIO.  43 

The  Seasons: 

The  Death  of  the  Flowers  —  Bryant. 

September  —  Helen  Hunt  Jackson. 

October's  Bright  Blue  Weather  —  Helen  Hunt  Jackson. 

The  First  Snowfall  —  Lowell.     The  Corn  Song  —  Whittier. 

Freaks  of  the  Frost  —  Hannah  Gould. 

Snow  Bound  —  Whittier. 

It  Snows  —  Sarah  Hale. 

Midwinter  —  Trowbridge. 

The  Dying  Year  —  Prentice. 

The  Snowstorm  —  James  Thomson. 

A  Summer  Longing  —  George  Arnold. 

Spring  Again  —  Celia  Thaxter. 

March  —  Wordsworth. 

April  Day  —  Caroline  Southey. 

The  Rainy  Day  —  Longfellow. 

Work  —  Eliza  Cook. 

Sowing  and  Reaping  —  Adelaide  Proctor. 

The  Song  of  the  Sower  —  Bryant. 

The  Summer  Shower  —  Thomas  Buchanan  Read. 

The  Rural  Life: 

The  Country  Life  —  Stoddard. 

The  Old  Oaken  Bucket  —  Woodworth. 

The  Barefoot  Boy  —  Whittier. 

A  True  Sportsman  —  Foss. 

That  Calf  —  Alice  Gary. 

The  Humblebee  —  Emerson. 

Thoughts  for  the  Discouraged  Farmer  —  James  Whitcomb  Riley. 

Evangeline  —  Longfellow. 

The  Deserted  Village  —  Goldsmith. 

Strawberries  —  Trowbridge. 

The  Fountin  —  Lowell. 

Living  on  a  Farm  —  Selected. 

The  Voice  of  the  Grass  —  Sarah  Roberts. 

Good  Night. 

In  Nature  Study : 

Read  from  Shakespeare. 

Quen  Mab's  Carriage.    Romeo  and  Juliet  i.,  4. 

A  Colony  of  Bees.     Henry  V,  i.,  2. 

Read  Eve's  description  of  Eden,  in  Book  IX  Milton's  Paradise  Lost. 

After  looking  into  the  great  open  book  of  nature,  let  the  student 
open  the  books  of  literature  in  nature-study. 

Hunt  for  beautiful  quotations  from  the  best  authors  that  are  applica- 
ble to  the  subject  under  consideration. 


44  A   UNIFORM   COURSE  OF   STUDY  IN  AGRICULTURE. 

Make  a  collection  of  these  interpretations  of  beauty  by  the  world's 
great  lovers  of  nature. 

Make  selections  from  Shakespeare,  Wordsworth,  Byron,  Shelley, 
Emerson,  Bryant,  Longfellow,  Tennyson,  Whittier,  Holmes,  Riley,  Rus- 
kin,  Thoreau,  Burroughs  and  other  writers  of  poetry  and  prose. 

THIRD  DIVISION. 
FALL  TERM. 

(Grades  7  and  8.) 

See  note  to  teacher  at  the  beginning  of  this  division  in  the  Course 
of  Study.  A  text-book  on  Elementary  Agriculture  should  be  used  in 
this  division.  Give  particular  attention  to  the  chief  farm  crop  cultivated 
in  your  locality. 

Study  of  Corn.  —  Have  pupils  bring  to  school  a  sample  ear  of  each 
variety  grown  on  their  farm.  Compare  these  and  note  difference.  The 
ears  brought  by  the  different  pupils  should  be  labeled  and  numbered.  In 
studying  the  different  specimens  of  corn  each  ear  brought  to  the  class 
should  be  studied  for  the  following  characteristics : 

/V.     Breed  Characteristics. 

1.  Shape  and  size  of  ear. 

2.  Roughness  of  kernels. 
;j      Coior  of  ear. 

(a)  Color  of  grain. 

1.  Cap  of  grain. 

2.  Side  of  grain. 

(b)  Color  and  size  of  cob. 

4.  Number  of  rows  and  size  of  kernels. 

5.  Shape  of  grain  as  viewed  in  ear. 

B.     General  Qualities : 

1.  Weight  of  ear. 

2.  Weight  of  grain. 

3.  Weight  of  cob. 

4.  Ratio  of  grain  to  cob. 

5.  Size  of  kernels  —  shape,  width,  depth. 

6.  Space  between  grains,  between  rows. 

7.  Space  between  grains. 

(a)  At  tip. 

(b)  At  crown. 

8.  Filling  out  of  butts  and  tips  of  ears ;    maturity  and  seed 

condition. 

(a)  Hardness  of  grain  and  cob. 

(b)  Dryness  of  grain  and  cob. 


FOR    THE    ELEMENTARY    SCHOOLS    OF   OHIO.  45 

(c)  Weight  of  ear  in  proportion  to  size. 

(d)  Color  of  ear  and  grains. 

1.  Due  to  immaturity. 

2.  Due  to  moisture  conditions. 

(e)  Color  of  germs. 

(f)  Size  of  germs. 

(g)  Freedom  from  mold  and  attack  of  insects  or  other 

injury. 

i.     Uniformity  of  grains  in: 

(a)  Size. 

(b)  Shape  as  viewed  in  ear. 

Rules  to  observe  in  selecting  good  seed  corn: 

1.  Ears  should  be  of  medium  size. 

2.  Ears  of  a  bright,  healthy  color,  that  are  heavy  for  their  size. 

3.  Ears  with  kernels  of  uniform  size  and  shape. 

4.  Ears  with  rows  running  parallel  to  the  length  of  the  cob,  with 
little  space  between  the  rows  and  well  filled  out  at  the  butts  and  tips. 

5.  Ears  having  a  uniform  diameter;   that  is,  not  too  pointed  at  the 
tip  or  too  large  at  the  butt. 

6.  Ears  in  which  the  germ  of  the  kernel  is  large. 

7.  Ears  that  are  produced  under  normal  conditions. 

Diseases  of  the  corn  plant.  Insects  that  are  injurious.  The  har- 
vesting of  corn.  The  selection  of  seed  in  the  field.  Methods  of  build- 
ing the  corn  crib.  Machinery  —  corn  binders,  corn  shredders  and  husk- 
ers,  corn  cutters  and  corn  shellers,  etc.  Plans  for  caring  for  seed  corn 
in  Fall  and  Winter.  Experiments  for  showing  shrinkage  by  keeping  over 
Winter.  Weigh  a  half  bushel  at  harvest  time.  Weigh  the  same  corn 
in  April.  Find  loss.  Formulate  problem  for  class  use  showing  loss  in 
value  when  corn  is  sold  in  the  Spring  at  Fall  prices.  Find  the  prices 
necessary  to  receive  in  Spring  to  justify  loss  of  weight  over  Winter. 
For  further  information  on  farm  problems  see  Hatch  &  Hazelwood's 
Elementary  Agriculture,  by  Rowe,  Peterson  &  Co.,  Chicago,  6oc.  Con- 
duct a  Corn  Display  and  Contest.  This  can  be  done  in  connection  with 
your  Thanksgiving  Day  or  other  public  exercises.  Select  recitations  ap- 
propriate to  the  day.  Have  an  exercise  in  corn  judging  where  pupils  are 
prepared.  Compositions  on  "How  I  Cultivated  My  Corn,"  etc.,  "How 
I  Grew  My  Potatoes,"  "How  I  Managed  My  Vegetable  Garden,"  and 
similar  subjects. 

References:  U.  S.  Department  of  Agriculture,  Washington,  D.  C. ; 
Farmers'  Bulletins,  No.  199,  Corn  Growing;  No.  229,  The  Production 
of  Good  Seed  Corn;  No.  253,  Germination  of  Seed  Corn;  No.  298, 
Food  Value  of  Corn  and  Corn  Products ;  No.  303,  Corn  Harvesting  Ma- 
chinery; No.  313,  Harvesting  and  storing  Corn. 


46  A   UNIFORM   COURSE  OF  STUDY  IN  AGRICULTURE. 

Helps  for  Teachers. 

(1)  The  A.  B.  C.  of  Corn  Culture,  by  Prof.  P.  G.  Holden,  Ames, 
Iowa.     This  small  pamphlet  tells  all  about  the  culture  of  corn  from  the 
selecting  of  the  seed  to  the  harvesting  of  the  crop  the  following  year. 
It  is  all  told  in  the  language  of  the  child. 

(2)  Nature  Study  on  the  Farm,  American  Book  Co.,  Cincinnati, 
Short  stories  about  things  that  take  place  on  the  farm. 

(3)  Farm  Friends  and  Farm  Foes,  D.  C.  Heath  &  Co.,  New  York, 
Farm  Friends  and  Farm  Foes,  as  indicated  by  the  title,  tells  in  simple 
language  something  about  the  things  that  are  really  the  farmer's  friend 
and  points  out  the  foes  of  the  farmer  and  how  to  get  rid  of  them. 

(4)  Examining  and  Grading  Grains,  Ginn  &  Co.,  Columbus.     Ex- 
amining and  Grading  Grains  gives  illustrations  sohwing  how  all  good 
grains  should  appear  and  sets  forth  rules  for  grading  them. 

(5)  Agriculture  in  the  Public  Schools,  published  by  March  Bros., 
Lebanon.     Agriculture  in  the  Public  Schools  contains  sixty  practical  ex- 
periments that  pupils  can  perform  with  home  made  apparatus ;   rules  for 
judging  corn;   how  to  conduct  corn,  vegetable  and  flower  growing  con- 
tests ;  questions  to  prepare  the  teacher  for  an  examination  in  Agriculture 
with  the  bulletin  suggested  to  answer  many  of  the  questions;    and  plans 
for  the  teaching  of  Agriculture. 

Study  of  Wheat  or  Other  Grain.  —  See  Notes  in  Course  of  Study. 
Make  a  list  of  the  grain  crops  grown  in  your  neighborhood.  Find  the 
average  yield  per  acre  secured  on  the  different  grain  crops.  Account,  if 
possible,  for  the  cause  that  produced  such  a  difference  in  yield  in  the 
same  crop  and  on  the  same  kind  of  soil.  Was  any  fertilizer  used?  If 
so,  what  kind?  What  were  the  ingredients  of  same?  Were  the  grain 
fields  sown  in  clover  or  other  grass  ?  What  became  of  the  straw  of  the 
grain?  Find  out  how  many  crops  have  been  grown  on  different  fields 
since  they  were  in  clover  or  other  grass.  What  is  meant  by  three  year 
rotation?  Four  year  rotation?  Each  pupil  make  a  map  of  his  home 
farm  or  one  with  which  he  is  familiar.  Indicate  on  this  map  the  crop 
that  was  last  grown  in  each  field.  Teach  pupils  to  grade  grain.  What 
is  meant  by  No.  i,  2,  3  and  4  in  grading  grains.  Write  to  the  Railroad 
and  Warehouse  Commission,  Chicago,  111.  Ask  them  to  send  you 
(teacher)  the  rules  for  grading  wheat,  as  fixed  by  the  commission.  Rules 
'  for  the  study  of  other  grains  can  also  be  secured  by  writing  this  commis- 
sion. Teach  pupils  plans  of  treating  seed  wheat  or  other  grain  to  pre- 
vent smut.  (See  text-book.) 

References:    U.  S.  Department  of  Agriculture ;.  Farmers'  Bulletins, 
No.  132,  Insect  Enemies  of  Growing  Wheat. 

From  Wooster  Experiment  Station,  Wooster: 

Wheat — Cultural  and  variety  tests,  Bui.  82,   118,   129,   165. 

Oats — Cultural  and  variety  test*,  Bui.  67,  138  and  Circular  88. 


FOR    THE    ELEMENTARY    SCHOOLS    OF    OHIO.  47 

Diseases  of  Oats — Bui.  67,  97,  210. 

Fruit  Study.  —  See  Notes  in  Course  of  Study. 

1.  What  varieties  are  grown  in  your  district?    What  varieties  pro- 
duce  tlic  best  quality?     Name  those  that  ripen  in  the  summer,  in  the 
Fall;    which  are  the  best  keepers?    Which  are  good  "cooking"  apples? 
"Eating"  apples?    Have  pupils  bring  in  a  few  samples  of  the  Fall  varie- 
ties.    What  insects  injure  the  apples  in  your  district  ?     How  can  this  be 
prevented?     Secure  "The   Spray  Calendar"  from  the  Wooster  Experi- 
ment   Station,    Wooster,   Ohio.      Should   any   one   desire   to   know   the 
"names"  of  certain  apples,  the  same  can  be  obtained  by  sending  speci- 
mens to  the   Secretary  of  the   State   Board  of  Agriculture,  Columbus, 
Ohio. 

2.  Where  can  young  trees  be  secured  ?    Find  out  all  you  can  about 
some  of  the  leading  nurseries  in  Ohio.    Write  to  the  State  Horticultural 
Society  for  information  on  fruit  growing.     The  law  of  Ohio  now  re- 
quires that  all  orchards  be  sprayed  at  least  once  a  year. 

3.  Learn  the  proper  methods  of  planting  the  apple  tree.    Why  trim 
the  roots?     Why  trim  the  top? 

4.  Pruning  is  very  important.     Study  your  text-book  on  this  sub- 
ject.    See  also  the  State  and  National, Bulletins  on  "Pruning."     What 
time  of  the  year  do  the  farmers  of  your  district  prune  their  orchards? 

5.  See  your  text-book  on  methods  of  grafting  and  budding.     The 
teacher  can  secure  a  set  of  grafting  tools  and  can  show  the  pupils  how  to 
proceed  in  this  work. 

6.  Cultivation  of  the  orchard.     Are  the  orchards  in  your  district 
well  cared  for?  Are  they  sprayed  regularly  every  year?  Are  they  clean? 
How  about  the  fence  rows?     Have  they  been  kept  free  from  orchard 
trash  ?    Is  the  land  cultivated  every  year  or  is  it  in  grass  ?    Is  there  any 
mulch  about  the  tree?     Could  the  yield  be  increased?     How?     Some- 
times old  orchards  have  been  renovated,  resulting  in  good  profits.     How 
can   this  be   done?     Write   to  Wooster  Experiment    Station    and    ask 
them  to  send  you  some  literature  on  the  "Cultivation  of  the  Orchard." 
A  few  trees  well  cared  for  will  give  better  results  than  a  large  number 
that  are  neglected.     In  planting  an  orchard  for  the  home,  select  such 
varieties  that  have  proven  satisfactory  in  your  locality  and  those  that 
ripen  their  fruit  at  different  times  of  the  year. 

7.  Disease  of  the  orchard. 

(a)  Fungous  —  Blight,  mildew  and  the  scab. 

(b)  Insect  pests  —  The  San  Jose  scale,  codling  moth,  apple 

tree  tent  caterpillar,  etc. 

Learn  to  identify  these  pests.  What  is  an  insecticide?  Name  two. 
How  are  they  prepared?  What  is  a  fungicide?  Name  two.  How  are 
they  prepared  ?  For  "sucking"  insects  a  kerosene  emulsion  may  be  used. 


48  A   UNIFORM   COURSE  OF   STUDY  IN   AGRICULTURE. 

References :     U.  S.  Department  of  Agriculture,  Farmers'  Bulletins : 

No.  87,  Orchards,  Cover  crops,  and  Cultivation. 

No.  113,  The  Apple  and  How  to  Grow  It. 

No.  154,  The  Home  Fruit  Garden. 

No.  181,  Pruning. 

No.  198,  Strawberries. 

No.  283,  Spraying  for  Apple  Diseases. 

No.  293,  Use  of  Fruit  as  Food. 

From  Wooster  Experiment  Station,  Wooster : 

Orchard  Culture,  Bui.   171. 

Dependable  Fruits,  Cir.  55. 

Renewal  of  Old  Orchards,  Bui.   180. 

The  Codling  Moth,  Bui.   160. 

Protection  of  Fruit  Trees  from  Rodents,  Bui.  208. 

Weeds. — See  Notes  in  Course. 

1.  The  pupil  should  be  taught  to  recognize  the  weeds  and  their  seed 
that  are  common  in  your  school  district.     Field  trips  may  be  taken  or 
plants  may  be  brought  into  the  school  room  for  identification.     What  is 
a  weed?    Plow  do  weeds  travel?    Do  the  weeds  of  the  field  differ  from 
those  of  the  garden?     Name  kinds  common  in  each.     Give  frequent  re- 
views in  weed  identification.     You  can  do  this  by  placing  a  slip  of  paper 
containing  a  number  on  each  specimen  and  then  have  the  pupils  write 
the  name  on  the  paper.     Weeds  can  be  exchanged  and  grading  done. 
Teach  only  the  common  name  in  the  elementary  school.     High  school 
pupils  that  have  had  Latin  might  also  be  given  the  Botanical  name. 

2.  General  characteristics  of  weeds : 

(a)  A  very  extensive  stem  growth  either  erect  or  horizontal. 

(b)  Special  adaptation  to  soil  conditions. 

(c)  Usually  perfect  means  of  seed  dispersal. 

(d)  Other  means  of  reproduction  besides  seeds. 

(e)  Special  adaptation  to  moisture  conditions. 

3.  Weed  control: 

(a)  Plow  ground  early  as  possible  after  planting  to  get  the 
weeds  checked. 

(b)  Keep  the  seed  beds  clean  all  summer. 

(c)  Keep  the  fence,  rows  and  pasture  fields  clean  from  weeds 
that  may  go  to  seed. 

(d)  Practice  crop  rotation. 

(e)  Plant  a  smothering  crop. 

4.  Weed  extermination : 

(a)  Apply  strong  salt  water  or  weak  carbolic  acid  on  plants. 

(b)  Spraying    such    weeds    as    the    dandelions,    mustard    and 
plantain   with  iron  sulphate. 


FOR    THE    ELEMENTARY    SCHOOLS    OF    OHIO.  49 

(c)  Pull  them  out  of  the  ground  so  as  not  to  leave  any  roots. 

(d)  Plow  as  late  as  possible  and  follow  by  frequent  harrowing 
when  convenient. 

5.     Classification : 

(a)  Annuals. 

(b)  Biennials. 

(c)  Perennials. 

References :     U.  S.  Department  of  Agriculture,  Farmer's  Bulletins 

No.  28,  Weeds :  and  How  to  Kill  Them. 

No.  86,  Thirty  Poisonous  Plants. 

No.  1 88,  Weeds  Used  in  Medicine. 

From  the  Wooster  Experiment  Station,  Wooster: 

Weed  Manual,  Bulletin  175. 

Spraying  for  Weeds,  Circular  102. 

Insects. — See  notes  in  bulletin. 

Learn  to  recognize  as  many  useful  and  injurious  insects,  as  may  be 
found  conveniently  in  your  district.  Distinguish  between  the  moth  and 
the  butterfly.  See  ''Coulter-Patterson's  Practical  Nature  Study"  or 
Hodge's  "Nature-Study  and  Life,"  for  supplementary  work  in  nature 
on  insect  life.  Learn  the  life  stages  of  the  insect.  Observe  specimens 
illustrating  the  different  stages  in  a  few  common  insects.  Learn  the 
parts  of  the  insect.  Flies  and  mosquitoes  can  be  studied  in  the  Physiology 
class.  Teach  the  children  to  see  the  relation  existing  between  the  insect 
world  and  the  bird  world ;  between  the  insect  world  and  the  plant  world. 
Make  a  collection  of  useful  and  injurious  insects  to  the  farmer.  Dis- 
tinguish between  the  "biting"  and  the  "sucking"  insects;  insect  de- 
stroyers— birds,  toads,  etc.  What  birds  live  largely  on  insects?  Why 
should  these  birds  all  be  protected  by  law?  Learn  how  to  prepare  a 
good  insecticide. 

References:  U.  S.  Department  of  Agriculture,  Bureau  of  Entomol- 
ogy:— Circular  No.  16,  The  Larger  Corn  Stalk,  borer;  Circular  No.  67, 
The  Clover  Root,  borer;  Circular  No.  73,  The  Plum  Curculio;  Circular 
No.  87,  The  Colorado  Beetle;  Circular  No.  92,  Mites  and  Lice  on  Poul- 
try; Circular  No.  98,  The  Apple-tree  Tent  Caterpillar;  Separate  No. 
355  (Year  Book  of  1904),  Insects'  Injuries  to  Forest  Products;  Separate 
No.  381,  (1905),  Insect  Enemies  of  Forest  Production. 

U.  S.  Department  of  Agriculture,  Farmer's  Bulletins : 

No.  99,  Three  Insect  Enemies  of  Shade  Trees. 

No.  196,  Usefulness  of  the  American  Toad. 

No.  275,  The  Gypsy  Moth. 

From  Wooster  Experiment  Station : 

Insects  Affecting  Ohio  Shade  Trees,  Bui.  10,4. 

Spraying  Machinery,  Bui.  216. 


50  A   UNIFORM   COURSE  OF  STUDY  IN  AGRICULTURE. 

For  San  Jose  Scale,  Bui.  169,  Circular  69. 

For  Grape  Rot,  Bui.  130. 

Chinch  Bug,  Bui.  77  and  106. 

Cicada,  Periodical,  Bui.  87. 

Hessian  Fly,  Bui.  107,  119,  136  and  177: 

Forage  Crops — See  Notes  in  Course.  What  grasses  are  best  adapted 
for  permanent  pasture?  \yhy?  For  hay?  Why?  What  are  the  true 
grasses?  Where  do  they  obtain  their  nitrogen?  Are  they  beneficial  to 
the  soil?  Why?  What  are  the  clovers?  Where  do  they  obtain  their 
nitrogen?  How  do  they  improve  the  soil?  Why  should  the  seed  of  the 
clovers  be  planted  with  the  seed  of  the  true  grasses  for  hay  crops? 
Make  a  study  of  the  "Meadow."  What  fertilizers  are  used  to  aid  the 
growth  of  grass  crops  in  your  locality?  Make  a  study  of  alfalfa  and 
its  culture.  Find  out  the  difference  in  the  production  and  the  methods 
of  cultivating  the  different  clovers.  Also  observe  the  following  outline : 
When  cut?  How  cured?  Number  of  times  cut?  Purpose  of  second 
cutting.  Why  is  the  second  growth  often  plowed  under?  Number  of 
pounds  of  seed  sowed  to  the  acre?  How  is  it  threshed  for  seed?  Yield 
per  acre?  Price  per  bushel?  Number  of  pounds  per  bushel?  Total 
average  income  per  acre?  Average  net  income  per  acre? 

Classification  of  clovers: 

(a)  The  true  clovers. 

(b)  The  medics. 

(c)  The  melilots  of  sweet  clovers. 

The  true  clovers  include:  the  red  (mammoth  and  medium),  the 
crimson,  the  alsike  and  the  white. 

The  medics  include  the  alfalfa  and  burr  clover. 

The  mililots  are  white  and  yellow. 

Compare  food  value  of  these  clovers.  Get  each  kind  and  teach 
pupils  to  recognize  them.  Note  the  root  system — length,  branching  and 
nodules.  Make  a  study  of  rape,  millet  and  sorghum  and  other  forage 
crops. 

References:     U.  S.  Department  of  Agriculture,  Farmers'  Bulletins: 

No.  260,  Seed  of  Red  Clover. 

No.  278,  Leguminous  Crops  for  Green  Manuring. 

No.  315,  Progress  in  Legume  Inoculation. 

No.  318,  Cowpeas. 

No.  339,  Alfalfa. 

From  Wooster  Experiment  Station,  Wooster: 
Culture  of  Alfalfa,  Bui.  181,  and  Circular  91  and  80. 
Forage  Crops,  Bui.  70. 
Soy  Beans,  Cir.  78. 


FOR    THE    ELEMENTARY    SCHOOLS    OF    OHIO.  51 

Millet,  Circular  81. 

The  Farm  Grasses  of  Ohio,  Bui.  225. 

See  A.  A.  Upham's  An  Introduction  to  Agriculture,  by  D.  Appleton 
&  Co. ;  also  Burkett,  Stevens  and  Hill,  by  Ginn  &  Co. 

Dairying. — See  Notes  in  Course. 

References :    U.  S.  Department  of  Agriculture,  Farmers'  Bulletins : 

No.  22,  Feeding  Farm  Animals. 

No.  55,  The  Dairy  Herd. 

No.   1 06,  Breeds  of  Dairy  Cattle. 

No.  1 66,  Cheese  Making  on  the  Farm. 

No.  141,  Butter  Making  on  the  Farm. 

From  Wooster  Experiment  Station,  Wooster: 

Feeding  for  Beef,  Bui.  60. 

Tuberculosis  of  Cattle,  Bui.   108. 

Silage  versus  Grain  for  Dairy  Cows,  Bui.  155. 

Silage  for  Fattening  Cattle,  Bui.  193. 

Value  of  Individual  Records  for  Dairy  Cows,  Cir.  67. 

Teach  children  the  meaning  of  the  term  ''Balanced  Ration"  and  how 
to  feed  to  produce  a  "balanced  ration."  See  Goff  &  Mayne's  First 
Principles  of  Agriculture,  by  American  Book  Company,  Cincinnati. 

Make  a  study  of  the  silo.  Best  crops  for  silage.  Why  is  corn  the 
main  silage  crop?  What  kinds  of  corn  are  best  adapted  for  silage? 
Why?  At  what  stage  of  development  should  corn  be  cut  for  silage? 
Could  good  silage  be  made  out  of  fully  ripened  corn?  -Why  not?  Does 
the  frost  effect  the  corn  intended  for  silage?  In  rilling  the  silo,  why  is 
it  necessary  to  thoroughly  pack  the  corn  ?  Why  should  the  corn  next  to 
the  outside  of  the  silo  be  packed  more  than  that  in  the  center?  Have 
pupils  bring  corn  to  school  that  is  in  the  proper  condition  for  being 
placed  in  the  silo.  The  parents  should  be  consulted  by  the  pupil  in  se- 
lecting corn  in  the  proper  condition  for  the  silo. 

See  Farmers'  Bulletins  published  at  Washington: 

No.  32,  Silos  and  Silage. 

No.  292,  Cost  of  Filling  Silos. 

Milk. — Every  pupil  whose  parents  are  interested  in  dairying  should 
be  taught  the  use  of  the  Babcock  tester.  It  is  one  of  the  most  important 
factors  to  consider  in  the  dairy  business.  Schools  should  be  supplied 
with  a  Babcock  Milk  Tester.  Teachers  everywhere  are  surprised  at  the 
interest  that  can  be  aroused  in  the  community  by  having  the  pupils  test 
samples  of  milk  and  cream. 

Pupils  should  also  be  taught: 

1 i )  The  care  of  the  milk  cans  and  pails. 

(2)  What  feeding  stuffs  may  effect  the  flavor  of  the  milk. 


52  A   UNIFORM   COURSE  OF   STUDY   IN   AGRICULTURE. 

(3)  The   reason   for  prompt   removal  of   the   milk   from   the 
stable. 

(4)  The  necessity  of  the  milker  wearing  clean  clothing. 

(5)  The  necessity  of  having  cows  kept  clean  and  comfortable. 

(6)  The  necessity  of  giving  the  cows  good  treatment — being 
kind  and  gentle  with  them  at  all  times. 

(7)  The  necessity  of  feeding  balanced  ration. 

References :     U.  S.  Department  of  Agriculture,  Farmers'  Bulletins : 

No.  42,  Facts  about  Milk. 

No.  63,  Care  of  Milk  on  the  Farm. 

No.  348,  Bacteria  in  Milk. 

Farm  Papers :  Do  not  fail  to  take  a  good  farm  paper  to  your  school 
for  the  use  of  the  pupils.  Get  them  in  the  habit  of  reading  these  papers. 
See  list  recommended  in  the  course  of  study.  Secure  samples  of  these 
journals  and  see  that  the  pupils  have  access  to  at  least  one  of  these  papers. 

Social  Life  of  the  Rural  Community. 

The  teacher  should  become  a  leader  in  educational  matters  in  the 
community.  Various  plans  may  be  carried  out  to  bring  this  about.  The 
following  are  suggested : 

1.  Parents'   Meeting   where    exercises   are   given   by   the    children. 
This  gives   the   teacher   and   patrons   an   opportunity    to   become    better 
acquainted. 

2.  Agricultural   Clubs,   where  pupils   are  given   an   opportunity   to 
express  their  views  on  different  phases  of  Agricultural  work  and  at  which 
time  contests  may  be  held. 

3.  Rural  Lecture  Courses,  where  all  departments  of  education  may 
be  presented. 

4.  Farmers'  Institute.     Teachers  should  interest  themselves  in  the 
promotion  of  Farmers'  Institutes. 

5.  Township  and  Village  school  displays  sohuld  be  encouraged,  con- 
sisting of  all  work  done  in  school. 

6.  Traveling  Libraries   should  be  secured   from   the   state  depart- 
ment.    Any  one  interested  in  getting  the  use  of  good  books  free  should 
write  the  State  Librarian,  State  House,  Columbus,  Ohio. 

7.  Encourage  County  Fair  Boards  to  offer  prizes  on  Agricultural 
products  cultivated  by  your  pupils. 

8.  Give  your  encouragement  to  all  of  the  Farmers'  Organizations 
that  are  promoting  Agricultural  Education. 

WINTER  TERM. 

(Grades  Seventh  and  Eighth.) 

See  notes  to  teacher  at  the  beginning  of  this  division  in  the  Course 
of  Study.  A  text-book  on  Elementary  Agriculture  (See  list  recom- 


FOR    THE    ELEMENTARY    SCHOOLS    OF    OHIO.  53 

mended  on  page  n  of  the  Tentative  Course  of  Study)  should  be  used 
in  this  division.  Give  particular  attention  during  the  winter  months 
to  the  study  of  "Housing  and  Protecting  Farm  Animals."  Study  of 
Farm  Animals — Secure  photographs  of  pictures  of  the  common  farm 
animals  raised  in  Ohio.  Pictures  can  be  taken  from  Agricultural  bul- 
letins and  agricultural  newspapers.  Teachers  should  also  have  the 
pupils  visit  a  stock  farm  where  pure  bred  animals  are  kept.  The  own- 
ers or  keepers  of  these  animals  will  be  glad  to  explain  to  the  children 
about  the  plans  of  caring  for  the  animals,  leading  characteristics,  etc. 

The  following  outline  is  suggested  for  use  in  connection  with  the 
study  of  Farm  Animals. 

Farm  Animals. 

1.  Horses. 

(a)  Origin  and  distribution. 

(b)  Types  and  breeds — their  characteristics. 

(1)  Draft — English     Shire,    Clydesdale,    Percheron,    French 
Draft,  Belgian,  etc. 

(2)  Coach — French   Coach,   German   Coach,   Cleveland    Bay, 
Hackney,  etc. 

(3)  Roadsters   and   Light   Harness — American   Trotter,   The 
Thoroughbred,  The  American  Saddle  Horse,  etc. 

(4)  Ponies — Shetland,     Indian     ponies,     Mustangs,     Welsh 
Polo,  etc. 

2.  Cattle. 

(a)  Origin  and  distribution. 

(b)  Types  and  breeds — their  characteristics. 

(1)  Beef — Shorthorn,     Hereford,     Aberdeen^Angus,     Gal- 
loway, Sussex. 

(2)  Dairy — Jersey,    Guernsey,    Ayrshire,    Holstein — Frisian, 
Brown  Swiss.  * 

3.  Swine. 

(a)  Origin   and   distribution. 

(b)  Types  and  breeds — their  characteristics. 

(1)  Large     Breeds — Chester    White,     Improved     Yorkshire, 
Tamworth. 

(2)  Medium       Breeds — Berkshire,       Poland-china,       Duroc- 
Jersey. 

(3)  Small  Breeds — Small  Yorkshire,  Essex,  Victoria,  etc. 

4.  Sheep. 

(a)  Origin  and  distribution. 

(b)  Types  and  breeds — their  characteristics. 

(i)     Fine — wooled — American      Merino,      Delaine      Merino, 
French  Merino  and  Cheviot. 


54  A   UNIFORM   COURSE  OF  STUDY  IN  AGRICULTURE. 

(2)  Medium — wooled — Southdown,        Shropshire,       Dorset, 
Hampshire,  Oxford,  etc. 

(3)  Long-wooled-Cotswold,  Leicester  and  Lincoln. 

References:  Bulletins  from  the  Department  of  Agriculture,  Colum- 
bus. Bulletins  from  the  Agricultural  College,  Columbus.  U.  S.  De- 
partment of  Agriculture,  Washington  D.  C.,  Farmers'  Bulletin. 

No.  96,  Raising  Sheep  for  Mutton. 

No.  159,  Scab  in  Sheep. 

No.  170,  Principles  of  Horse  Feeding. 

No.  179,  Horseshoeing. 

No.  205,  Pig  Management. 

See  also  Bulletins  mentioned  under  Dairying  in  the  "Fall  Work". 

See  also  the  book — Types  and  Breeds  of  Farm  Animals  by  Charles 
S.  Plum. 

Use  supplementary  text  books  and  helps  for  teachers  recommended 
under  "Fall  Work." 

Bulletins  from  Wooster  Experiment  Station,  Wooster,  Ohio: 

No.  195,  Feeding  work  horses. 

No.  91,  117,  Lung  and  stomach  worms  of  sheep. 

179,  187,  Fattening  range  lambs. 

No.  73,  (Circular),  Tankage  for  hogs  in  cattle  feed  lots. 

No.  209,  Rations  for  fattening  swine. 

No.  213,  Specific  effects  of  rations  on  the  development  of  swine. 

Farm  Machinery — Kinds,  uses,  value,  care  of.  History  to  show  im- 
provement. Catalogues  from  concern  where  farm  machines  are  manu- 
factured can  be  secured  for  school  use. 

Soil  Study — Test  soil  for  acid  and  alkali.  What  elements  are 
usually  lacking  in  soils?  How  can  they  be  secured?  Secure  samples 
of  commercial  fertilizers  in  small  bottles.  What  are  the  ingredients  of 
each?  Samples  of  phosphate  rock  and  other  fertilizing  materials  can 
be  secured  for  school  use  by  addressing  fertilizer  factories.  Make  a 
collection  of  soils  in  small  bottles.  Test  the  soils  for  their  power  to 
retain  water  and  for  capillarity.  Teaches  uses  of  tile  drains.  Soil  im- 
provement. Influence  of  Crop  Rotation  on  Soil  Improvement.  Saving 
soil  moisture.  Soil  water.  Soil  mulch.  Plant  food  in  soil.  Renewing 
old  soil.  Value  of  the  clovers  in  soil  improvement.  Mixing  of  home 
fertilizers.  Study  methods  to  improve  Ohio's  soil.  Influence  of  tillage, 
on  soil.  Soil  must  be  improved  to  support  increased  population.  Per- 
form experiments  in  connection  with  the  study  of  soil. 

References — U.  S.  Farmers'  Bulletins: 
No.  77,  Liming  of  Soils. 
No.  83,  Tobacco  Soils. 
No.  88,  Alkali  Soils. 


FOR   THE    ELEMENTARY    SCHOOLS    OF   OHIO.  55 

No.  257,  Soil  Fertility. 

No.  266,  Management  of  Soils. 

No.  406,  Soil  Conservation. 

From  Wooster  Experiment  Station,  Wooster. 

No.  159,  141,  Lime  as  a  fertilizer. 

No.  182,  183,  184,  Maintenance  of  fertility. 

No.  59,  (Circular),  Soil  Treatment  of  Tobacco  Beds. 

'No.  79,   (Circular),  Requirement  for  Ohio  Soils. 

Literature  for  the  Teacher. 

Walden,  by  Henry  D.  Thoreau. 

Birds  and  Bees,  by  John  Burroughs. 

The  Fall  of  the  Year,  by  Dallas  Lore  Sharp. 

The  Bee  People,  by  Margaret  W.  Morley. 

In  the  study  of  birds,  let  the  pupils  read :  The  Wounded  Curlew ; 
To  a  Waterfowl;  The  Winged  Worshipers;  The  Bobolink;  To  a  Sky- 
lark; The  Sandpiper;  The  Singing  Lesson. 

In  the  study  of  flowers,  read :  Daffodils,  by  Wordsworth.  To 
Daffodils,  by  Robert  Herrick. 

Trees — A  Forest  Hymn — Bryant. 

When  you  are  studying  kindness  to  animals,  read :  A  True  Sports- 
man, by  Sam  Walter  Foss.  That  Calf — Alive  Cary. 

The  Builders — Longfellow.     Pictures  in  a  Poem — Trowbridge. 

In  the  study  of  nature,  read:  The  Brook,  by  Tennyson.  Coal,  by 
Kingsley;  The  Wanderer,  by  Eugene  Field;  The  Chambered  Nautilus, 
by  Dr.  Holmes ;  The  Ocean,  by  Byron ;  Thanatopsis,  by  Bryant ;  The 
Stranger  on  the  Sill,  by  Thomas  Buchanan  Read. 

Winter  Study — Freaks  of  the  Frost,  by  Hannah  Gould. 

The  First    Snowfall — Lowell.     Midwinter — Trowbridge. 

Angling — George  Howland. 

Among  the  best  poems  on  rural  life  are  such  as,  Longfellow's 
Evangeline,  and  Goldsmith's  Deserted  Village.  The  Waggoner  of  the 
Alleghanies,  by  Thomas  Buchanan  Read.  Snow  Bound,  by  Whittier. 

Prose — Irving's  Sketch-book. 

SPRING  WORK. 


THIRD  DIVISION. 

(Grades  7  and  8.) 

Poultry  Raising: — Breeds  of  chickens  of  the  neighborhood;  charac- 
teristics of  each ;  feeding,  housing  and  general  care.  Incubators  and 
brooders ;  expenses  and  profits  in  poultry. 


56  A  UNIFORM   COURSE  OF  STUDY  IN   AGRICULTURE. 

1.  Points  to  be  observed  in  caring  for  eggs  for  hatching: — 

1.  Gather   every    day    in    warm    weather   and    every   two   or 
three  hours  in  cold  weather. 

2.  Keep  in  temperature  about  60°  F. 

3.  Turn  eggs  daily. 

4.  Set  eggs  less  than  ten  days  old. 

5.  Set  regular  shaped  eggs. 

6.  Set  eggs  from  the  best  laying  hens. 

7.  Never  set  eggs  from  diseased  chickens. 

2.  Points  to  be  observed  in  caring  for  the  hen  while  setting: — 

1.  Place  her  where  she  will  not  be  disturbed  by  other  hens. 

2.  Keep  water  and  shelled  corn  before  her. 

3.  Keep  box  of  dust  or  weak  ashes  before  her. 

4.  Dust  the  hen  with  insect  powder  when  you  set  her  and 
every  week  thereafter. 

5.  Take  her  off  the  nest  as  soon  as  all  fertile  eggs  are  hatched. 

3.  Points  to  be  observed  in  the  care  and  feeding  of  young  chicks : — 

(a)  Care 

1.  Place  coops  on  well  drained  ground. 

2.  Keep  coops  clean  and  airy. 

3.  Move  coops  frequently. 

4.  Change  location  every  year. 

5.  Dust  with  insect  powder,  etc.,  to  prevent  lire. 

6.  Keep  out  rats,  etc. 

7.  Keep  in  small  quarters  while  very  young. 

(b)  Feeding 

1.  First  meal  when  about  48  hours  old. 

Bread   soaked   in   milk   and   squeezed   or  boiled   egg,  then 
chick  feed,  fine  grit. 

2.  Later  coarse  corn  meal,  cracked  corn  and  cracked  wheat. 

3.  After  third  week  mix  a  little  beef  scraps  with  feed. 

4.  Keep  fresh  water  before  them.     Use  drinking  fountain  if 
necessary  to  keep  water  clean. 

5.  Feed  three  times  a  day  while  young. 

6.  Small  chicks  should  be  fed  in  separate  pens  from  old  hens 
and  large  chicks. 

7.  Skim  milk  and  cheese  are  valuable  food. 

4.  Care  of  cockerels : — 

1.  Feed  regularly  and  all  that  will  be  cleaned  up  well.     In- 
clude beef  scrap  in  rations. 

2.  Keep  in  comparatively  small  quarters. 

3.  Market  when  the  price  justifies  and  cockerels  are  in  good 
condition. 


FOR    THE    ELEMENTARY    SCHOOLS    OF    OHIO.  5? 

5.  Gare  of  pullets  : — 

1.  Give  free  range. 

2.  Worms,  beef  scrap  or  green  bone. 

3.  Fresh  water  and  good  grain. 

4.  Keep  in  clean,  well  ventilated  coops  or  houses. 

5.  Avoid  having  them  roost  in  a  draft. 

6.  Keep  out  lice  and  mites. 

7.  If  properly  cared  for  they  will  lay  by  early  winter. 

8.  Market  surplus  stock. 

6.  Winter  egg  production : — 

1.  Breed  from  winter  layers. 

2.  Use  male  from  good  layers. 

3.  House :  well  ventilated,  clean  and  dry. 

4.  Exercise :    Feed  whole  grain  in  litter. 

5.  Green  food :  cabbage,  beets,  turnip,  clover,  alfalfa. 

6.  Give  fresh  warm  water. 

7.  Avoid  causing  them  to  eat  snow. 

8.  Feed  warm  mash  in  mornings. 

9.  Mash  can  be  feel  dry  or  moistened  with  hot  water  or  warm 
skim  milk. 

10.     Mash  may  include  corn  meal,  bran,  oat  meal,  and  about 

5%  ground  alfalfa  and  beef  scrap. 
IT.     Keep  fine  grit  before  them. 

References:     Poultry  magazines  and  journals,  Incubator  catalogues 
and  leading  farm  papers. 
U.  S.  Department  of  Agriculture — Bulletins : 

No.     41 — Fowls,   Care  and   Feeding. 

No.     51 — Standard  Variety  of  Chickens. 

No.     64 — Ducks  and  Geese. 

No.  236 — Incubation  and  Incubators. 

No.   141 — Poultry  Raising  on  the  Farm. 

No.   182 — Poultry  as  Food. 

No.  200 — Turkeys,  Varieties  and  Management. 

No.  287 — Poultry   Management 

No-  357 — Methods  of  Poultry  Management  at  the  Maine  Agricul- 
tural Experiment  Station. 

From  Wooster  Experiment  Station,  Wooster.  Ask  to  be  placed  on 
their  mailing  list  to  receive  all  bulletins. 

From  Maine  Agricultural  Experiment  Station,  Orono,  Maine: 

No.   100 — Poultry  Management. 

No.   1 68 — The  Fertility  and  Hatching  of  Eggs. 

For  disease  of  poultry — get  Bulletin  No.  138 — The  Poultry  In- 
dustry in  Maryland,  from  Maryland  Agricultural  Experiment  Station, 
College  Park,  Md. 

The  Biggie  Poultry  Book  from  Farm  Journal,  Philadelphia,  Pa. 


58  A  UNIFORM    COURSE  OF   STUDY   IN   AGRICULTURE. 

Fruit  Study — Where  fruit  raising  is  practiced  extensively,  study 
propagation  by  grafting,  by  budding.  Why  necessary.  History  of  some 
one  fruit  from  seed  to  maturity.  Pruning,  planting  and  spraying  of  fruit 
trees.  Secure  bulletins  (See  list  mentioned  under  Fruit  Study  in  the 
Autumn  Bulletin).  Also  write  State  Board  of  Agriculture,  Columbus 
and  Wooster  Experiment  Station,  Wooster,  for  their  Spray  Calendars. 

Corn  Study — Germination  of  seed,  make  corn  testers ;  compare  tests 
for  vitality.  Grading  corn.  History  of  Corn.  Varieties  adapted  to 
your  locality.  Planting  and  Cultivating  Methods.  Experiment  in  depth 
of  planting 

Determining  Germinating  Strength. 

NOTE  TO  TEACHERS  :  Points  to  be  considered  in  preparing  geminat- 
ing boxes : 

1.  Direct  pupils  to  bring  to  school  shallow  boxes  filled  with  sand, 

2.  Have  them  divide  the  sand  surface  into  small  squares. 

3.  Number  each  one  of  the  small  squares. 

4.  Number  ears  of  corn  or  other  kinds  of  seed  to  be  tested  to  cor- 
respond with  the  number  on  each  small  square. 

5.  Remove  six  grains  from  different  parts  of  ear,  number  (i)  and 
place  in  square  number  (i). 

6.  Continue  this  process  until  all  squares  are  filled. 

7.  When  all  squares  are  filled  moisten  the  sand  and  keep  in  a  warm 
place  until  the  corn  (or  other  grain  that  is  being  tested)  comes  up. 

8.  In  the  country  schools  the  boxes  cannot  be  kept  at  school,  if 
the  house  is  not  well  heated  over  night.     Pupils  in  these  schools  should 
be  directed  to  take  the  boxes  home  and  keep  them  where  they  will  not 
be  destroyed  until  the  test  is  finished.    The  sand  in  the  boxes  should  not 
be  allowed  to  dry  out  until  the  plants  have  reached  an  .inch  or  two  in 
height.     When  the  plants  (if  corn)   have  reached  this  height  the  boxes 
can  be  returned  to  school.    The  productiveness  of  each  ear  of  corn  may 
then  easily  be  determined  by  noting  the  strength  and  vigor  of  the  plant 
produced  from  each  kernel  planted.    Reject  all  ears  that  did  not  produce 
strong  plants  that  are  uniform  in  size  and  all  six  grains  productive.   Some 
seasons  it  is  impossible  to  get  perfect  germination  in  corn  but  we  should 
get  ears  as  near  perfect  as  possible.     See  the  form  following  for  record- 
ing germinating  tests. 

Form  for  Recording  Germinating  Tests. 

The  following  is  a  convenient  form  for  keeping  a  record  of  seed 
testing  that  is  carried  on  by  pupils : — 

Name  of  Seed;     Corn. 

Number  of  Seed  in  Tester:    200. 


FOR    THE    ELEMENTARY    SCHOOLS    OF    OHIO. 


59 


en 

c 

n  *^ 

o 

oJ 

rt  "K 

O*« 

02 

*d 

*j«d 

Date  Started. 

Date   Sprouted. 

ti 

A 

c  § 

M  s 

0  2 

0 

02 

U2 

Q< 

o 

a 

O  ^ 

O   C 

Oj  ^ 

jj  ^ 

^ 

^ 

PL. 

Feb.      4.. 

Feb     10  . 

80 

120 

40 

60 

Feb.    15  

Feb.    22  

100 

100 

50 

50 

Feb    25  

Mar      2  .*. 

120 

80 

60 

40 

Mar      3 

Mar    10 

190 

10 

95 

5 

Mar.     4  

Mar    11  

196 

4 

98 

2 

Source  of  Seed :    Secured  from  a  successful  corn  grower  near  home. 
Remarks :    Only  the  last  show  per  cents  good  enough  to  plant.     All  sprouts 
.in  last  two  indicate  a  strong  germ. 

Name  of  pupil :    Edwin  Harkrader. 
School :     Hillsdale. 

Prepare  to  have  a  corn,  vegetable  and  flower  growing  contest  during 
the  summer  and  exhibit  the  products  at  the  County  Fair,  or  at  school 
early  in  the  fall  term. 

For  information  on  "Corn  Culture",  "Nature  Study  on  the  Farm", 
"Farm  Friends  and  Farm  Foes",  "Grading  of  Grains",  and  Plans  for 
conducting  Corn,  Vegetable  and  Flower  Growing  Contests  and  exhibits, 
see  under  Helps  For  Teachers,  page  14,  of  the  Autumn  Bulletin. 

Always  test  all  seeds  for  vitality  before  planting.  Treat  potatoes 
for  scab  with  formalin.  See  text  book  for  method.  Examine  clover  and 
grass  seed  with  hand  lens  to  find  weed  seed  and  other  impurities.  See 
other  suggestions  in  Autumn  Bulletin. 

Corn  Record.* 

The  following  Corn  Record  is  Suggested  for  Pupils  Doing  Contest 
Work : 
Preparation  of  Seed  Bed N 


Kind  of  Soil Area  of  Corn  Plot , 

Variety  of  Seed  Corn 

From  what  place  was  the  Seed  Corn  secured  ? , 

Was  it  tested  to  determine  whether  or  not  it  would  sprout? , 

Date   of    Planting  ? 

What  Depth? 

Drilled  or  Checked? 

When  Corn  appeared 

Dates  of  cultivation  and  how  cultivated  ? 


This  record  can  be  altered  so  it  can  be  used  for  vegetable  and  other  contests. 


60                           A   UNIFORM    COURSE  OF   STUDY   IN   AGRICULTURE. 
Purposes  of  Cultivation  ? 


To  what  degree  was  the  corn  damaged  by  all  causes  ? 

Date  of  harvesting  the  ears  ? 

Were  the  ten  ears  exhibited  selected  when  the  corn  was  standing  or  after  husking? 


Did   you    find   the    variety   of    corn    you    used    suited    to    your    soil    and    climate? 

Why  ?   

Witness,  outside  of  family,  that  can  certify,  if  necessary,  that  the  corn  was  culti- 
vated and  harvested  by  the  person  keeping  this  record 

Address    

References:  See  list  mentioned  in  Autumn  Bulletin.  Secure  the 
following  circulars  from  Wooster  Experiment  Station,  Wooster. 

No.  53 — Experiments  with  Corn. 

No.  66 — Corn  Breeding  and  Registration. 

No.  71 — The  Selection  of  good  seed  corn. 

Also  No.  428 — Testing  Seeds — From  Washington,  D.  C. 

Bird  Study — 

1.  Birds  should  be  studied  all  the  year  around. 

2.  Begin  with  the  ones  the  most  common  and  learn  to  recognize 
a  few  each  month.     Winter  is  a  good  time  to  begin  as  there  are  not  so 
many  different  kinds.     Note  changes  in   some  species   from  season  to 
season.     Note  song,  manner  of  flight,  nest,  habits  and  food. 

3.  Learn  the  purpose  of  the  Audubon  Society. 

4.  Study  the  Ohio  law  for  the  protection  of  birds.    What  birds  are 
protected  by  law  ?    What  other  birds  should  be  added  to  this  list  ?    Why 
should  these  be  added?     Name  the  native  birds  that  are  beneficial  to 
farm  crops.     Injurious  to  farm  crops. 

5.  Look  up  your  Arbor  Day  Bulletins  from  this  office  for  informa- 
tion on  birds. 

6.  Discuss   methods   of   encouraging  birds   to   stay  with   us.      See 
Hodge's  Nature  Study  and  Life,  pp.  327-345. 

7.  Who  are  bird  enemies  ?    See  Burrough's  "Birds  and  Bees." 

8.  For  suggestive  exercises  on  birds  see  Coulter-Patterson's  Nature 
Study,  pp.  112,  122;  also  301-313. 

9.  Study  the  economical  value  of  birds  and  the  migration  of  birds. 

10.  Old  nest  can  be  taken  to  school  for  study  but  discourage  making 
egg  collections  as  it  leads  to  the  destruction  of  birds. 

Suggestion  to  teacher:  If  you  desire  your  class  to  make  a  special 
study  of  the  economical  value  of  birds  secure, — "Birds  in  Their  Relation 
to  Man"  by  Weed  and  Dearborn — published  by  Lippincott.  Other  books 
of  interest  on  the  subject  of  birds  are  as  follows: — 


FOR    THE    ELEMENTARY    SCHOOLS    OF    OHIO.  6i 

1.  Birds  of  Village  and   Field,   Florence  A.   Merriam,  Houghton, 
Mifflin  &  Co.,  Boston. 

2.  The  First  Book  of  Birds,  Olive  Thorne  Miller,  Houghton,  Mifflin 
&  Co.,  Boston. 

3.  Birds  through  the  Year,  Gilmore,  American  Book  Co.,  Cincinnati. 

4.  Our  Birds  and  Their  Nestlings,  Margaret  C.  Walker,  American 
Book  Co.,  Cincinnati. 

References:     U.  S.  Farmers  Bulletin. 

No.     54 — Some  Common  Birds. 

No.   197 — Importation   of   Game   Birds  and   Eggs   for   Propagation. 

No.  383 — How  to  destroy  the  English  Sparrow. 

No.  390 — Pheasant  Raising  in  the  United  States. 

Note  to  teacher: — If  pupils  are  interested  in  Quail  have  them  write 
to  Dr.  H.  C.  Minnich,  Oxford,  Ohio,  for  information  on  raising  quail. 
Dr.  Minnich's  son  has  been  very  successful  in  raising  quail  and  will  fur- 
nish information  to  {Rose  that  may  be  interested  in  the  subject. 

Home  Garden  Studies — Those  persons  having  had  experience  with 
school  garden  work  not  only  in  Ohio  but  also  in  other  states  agree  that 
the  home  garden  is  better  than  the  school  garden  to  meet  the  need  of 
rural  children.  In  the  larger  villages  and  in  the  city,  school  gardens  are 
without  a  doubt  worth  while,  but,  aside  from  the  experimental  work, 
they  are  in  most  cases  neither  practical  nor  profitable  for  the  rural  boy 
or  girl.  There  is  no  question  about  the  value  of  the  Home  Garden  and 
the  School  Garden;  the  question  is  regarding  its  organization  and  man- 
agement. The  success  of  either  plan  will  depend  largely  upon  the  enthu- 
siasm of  the  teacher  who  must  take  the  lead  in  all  garden  work.  The 
teacher  should  plan  the  work  carefully,  first  getting  as  much  information 
on  the  subject  as  possible  from  all  sources.  Garden  work  successfully 
done  is  one  of  the  very  best  possible  means  of  interesting  children  in  all 
forms  of  Agriculture.  If  it  is  not  carefully  planned  and  cared  for  after 
it  is  started  it  is  likely  to  be  a  failure.  Perhaps  ninety  per  cent,  of  the 
failures  in  garden  work  result  from  the  teacher  undertaking  the  work 
before  he  has  thoroughly  investigated  the  subject  and  received  some 
plans  from  other  school  teachers  that  have  been  successful.  Then  it  is 
generally  the  case  that  most  teachers  ask  the  children  to  undertake  too 
much  in  the  beginning.  Small  gardens  in  the  spring  become  large  gar- 
dens when  the  sun  gets  hot  in  summer.  Have  each  child  who  enters 
into  the  work  understand  that  he  is  not  to  give  up  the  work  until  it  is 
completed.  It  is  generally  advisable  to  suggest  to  the  children  that  they 
not  undertake  to  plant  more  than  two  or  three  varieties  of  plants.  The 
teacher  undertaking  garden  work  should  have  a  record  book  and  keep 
in  it  the  names  of  the  children  planting  gardens  adn  the  kinds  of  seed 
grown  by  each  one  engaging  in  the  work.  These  records  should  be  left 
at  the  school,  as  a  new  teacher  may  be  employed  to  take  charge  in  the 


62  A  UNIFORM   COURSE  OF   STUDY  IN   AGRICULTURE. 

fall  and  he  must  have  these  records.  Children  should  be  given  credit  for 
all  their  summer  activities  in  the  way  of  garden  work  or  field  work. 
The  teacher  should  visit  these  gardens  as  often  as  possible  and  encourage 
the  children  in  their  work.  Very  simple  records  of  the  work  done  should 
be  made  by  each  pupil  who  has  a  garden. 

Be  sure  to  have  an  exhibit  of  some  of  the  products  cultivated  by  the 
children  either  at  the  County  Fair  or  at  the  school  house  at  the  opening 
of  school.  You  can  have  a  "School  Fair"  of  your  own  if  it  is  not  pos- 
sible for  all  the  children  to  take  a  part  of  their  products  to  the  County 
Fair.  Have  some  exercises  in  connection  with  your  "School  Fair."  In- 
vite the  parents  and  your  State  Supervisor  of  Agriculture  to  attend  the 
exhibit.  Secure  some  competent  person  to  act  as  judge  of  the  exhibit. 
Simple  prizes  may  be  offered  for  the  best  exhibit  of  each  kind.  It  is 
very  often  advisable  to  secure  the  co-operation,  if  possible,  of  the  parent 
in  this  garden  and  field  work.  Speak  to  the  parents  about  the  value  of 
this  work  to  the  child  and  suggest  that  a.  piece  of  land  be  given  to  the 
child  on  which  he  may  raise  whatever  he  desires,  and  that  he  be  allowed 
the  profits  obtained  from  the  crops.  The  child  should  keep  an  account 
of  the  income  and  expenses.  Teach  him  to  see  the  businss  side  so  that 
he  may  better  understand  the  question  of  farm  economics.  If  the  crop 
is  used  by  the  parent,  the  child  should  be  compensated  for  it. 

References — U.  S.  Department  of  Agriculture.     Farmers'  Bulletins. 

No.  154 — The  Home  Fruit  Garden. 

No.  218 — The  School  Garden. 

No.  255 — The  Home  and  Vegetable  Garden. 

No.  256 — Preparation  of  Vegetables  for  the  table. 

No.  385 — Boys'  and  Girls'  Agricultural  Clubs. 

No.  408 — School  Exercises  in  Plant  Production. 

No.  409 — School  Lessons  on  Corn. 

No.  468 — Farmers'  Bulletin — Forestry  in  Nature  Study. 


TEXT-BOOKS  IN  AGRICULTURAL  EDUCATION   SUITABLE  FOR  THE 
7TH  AND  8TH  GRADES  OF  THE  ELEMENTARY  SCHOOLS. 


Name  of  Text-book.  Name  of  Author.  Publishers. 

Beginnings  in  Agriculture Mann    MacMillan. 

Agriculture  for  Young  Folks.  A.  D.  &  E.  W.  Wilson.   Webb  &  Co.,  Minneapolis. 
First    Principles    of    Agricul- 
ture    Goff  &  Mayne Amer.    Book   Co.,    Cincin- 
nati. 

Agriculture  for  Beginners Burkett,  Stevens  &  Hill.  Ginn  &  Co.,  Columbus. 

Agriculture     for     Common 

Schools    Fisher  &  Cotton Chas.   Scribner's  Sons,  N. 

Y. 


FOR  THE  ELEMENTARY  SCHOOLS  OF  OHIO.  63 

An    Introduction    to    Agricul- 
ture    A.  A.  Upham D.    Appleton    &    Co.,    Co- 
lumbus. 

One  Hundred  Lessons  in  Ele- 
mentary   Agriculture    A.  W.  Nolan Rowe,     Peterson     &     Co., 

Chicago. 
Agriculture      in     the      Public 

Schools  Lester  S.  Ivins March     Bros.     Pub.     Co., 

Lebanon,  O. 

PAPERS  AND  MAGAZINES  THAT    AID    IN    THE    TEACHING    AND 
STUDY  OF  AGRICULTURE. 


American  Agriculturist Orange  Judd  Co.,  New  York. 

Ohio  Farmer  Lawrence  Pub.  Co.,  Cleveland. 

National   Stockman  and  Farmer Pittsburg. 

Farm  and  Fireside Springfield,  Ohio. 

Farm  Journal    Philadelphia. 

Reliable   Poultry  Journal Quincy,  111. 

Otwell's  Farmer  Boy   (especially  for  boys  and  girls 

studying  agriculture  in  school) Carlinville,   111. 


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